Athena SWAN Institution Application

Bronze Award

Name of institution Western Sydney University

Date of application 28/03/2019

Award Level Bronze

Date joined Athena SWAN September 2015

Application Prepared By Dr Kieryn McKay (SAGE Project Officer)

Contact for application Professor Janice Aldrich-Wright (Academic Lead)

Email [email protected]

Telephone 02 4620 3218

i CONTENTS

1. VC’s LETTER OF ENDORSEMENT ...... 1 2. DESCRIPTION OF THE INSTITUTION ...... 3 (i) Information on where the institution is in the Athena SWAN Process ...... 5 (ii) Information on its teaching and research focus ...... 6 (iii) The number of staff ...... 8 (iv) The total number of departments and total number of students ...... 8 (v) List and sizes of STEMM departments ...... 9 3. THE SELF-ASSESSMENT PROCESS ...... 12 (i) Description of the Self-Assessment Team ...... 12 (ii) An account of the self-assessment process ...... 18 (iii) Plans for the future of the self-assessment team ...... 25 4. A PICTURE OF THE INSTITUTION ...... 26 (i) Academic and research staff by grade and gender ...... 26 (ii) Academic and research staff on fixed-term, open-ended/permanent and casual contracts by gender ...... 37 (iii) Academic staff by contract function and gender ...... 40 (iv) Academic leavers by grade and gender ...... 45 (v) Equal Pay ...... 48 5. SUPPORTING AND ADVANCING WOMEN’S CAREERS ...... 50 5.1. Key Career Transition Points: Academic Staff ...... 50 (i) Recruitment ...... 50 (ii) Induction ...... 55 (iii) Promotion ...... 57 (iv) Higher Education Research Data Collection (HERDC) ...... 65 5.2. Career Development: Academic Staff ...... 72 (i) Training ...... 72 (ii) Work Planning and Career Development (Appraisal/Development) Review ...... 75 (iii) Support for Career Development ...... 77 5.3. Flexible Work and Managing Career Breaks ...... 84 (i) Cover and Support for Maternity and Adoption Leave: Before Leave ...... 84 (ii) Cover and Support for Maternity and Adoption Leave: During Leave ...... 87 (iii) Cover and Support for Maternity and Adoption Leave: Return to Work ...... 87 (iv) Maternity/Adoption Return Rate ...... 89 (v) Parental Leave Uptake ...... 90 (vi) Flexible Work ...... 93 (vii) Transition from part-time back to full-time work ...... 99 (viii) Childcare Facilities ...... 99 (ix) Caring Responsibilities ...... 100 5.4. ORGANISATION AND CULTURE ...... 1 0 1 (i) Culture ...... 102 (ii) HR Policies ...... 107 (iii) Proportion of heads of School by gender ...... 107 (iv) Representation of men and women on senior management committees ...... 109 (v) Representation of men and women on influential institution committees ...... 110 (vi) Committee workload ...... 111

ii (vii) Institutional policies, practices, and procedures ...... 111 (viii) Workload Model ...... 112 (ix) Timing of Institutional Meetings and Gatherings ...... 114 (x) Visibility of role models ...... 114 (xi) Outreach activities ...... 115 (xii) Leadership ...... 117 6. SUPPORTING TRANS AND GENDER DIVERSE STAFF ...... 119 (i) Current Policy and Practice ...... 119 (ii) Review ...... 120 (iii) Further Work ...... 121 7. INTERSECTIONALITY ...... 122 (i) Current policy and practice ...... 122 (ii) Review ...... 123 (iii) Further work ...... 123 8. FIRST PEOPLES ...... 125 (i) Current policy and practice ...... 125 (ii) Review ...... 126 (iii) Further work ...... 126 9. FURTHER INFORMATION ...... 127 10. ACTION PLAN...... 128

iii LIST OF TABLES

TABLE 2.1. KEY TEACHING AND RESEARCH FIGURES, 2017...... 6 TABLE 2.2. WSU STAFF POPULATION (HEADCOUNT AND FTE), 2017 ...... 8 TABLE 2.3. STUDENT EFTSL BY ACADEMIC UNIT, 2017 ...... 9 TABLE 2.4. STEMM STAFF (FTE) PER ACADEMIC UNIT BY CLASSIFICATION, 2017 ...... 10 TABLE 3.1. WSU SELF-ASSESSMENT TEAM MEMBERSHIP, 2016-2019 ...... 14 TABLE 3.2. SAGE WORKING AGGREGATES (SWAGS) ACTIVITY, 2016-2019 ...... 19 TABLE 3.3. INTERNAL CONSULTATIONS: PRIMARY PLANNING & MANAGEMENT, 2016-2019 ...... 21 TABLE 3.4. INTERNAL CONSULTATIONS: STAFF SURVEYS, INTERVIEWS & FOCUS GROUPS, 2016-2019 ...... 22 TABLE 3.5. SAGE INTERNAL CONSULTATIONS: BROAD STAFF ENGAGEMENT, 2016-2019 ...... 23 TABLE 3.6. SAGE EXTERNAL CONSULTATIONS: NATIONAL & INTERNATIONAL, 2016-2019 ...... 24 TABLE 4.1. NON-STEMM ACADEMIC STAFF WORK FUNCTION, 2015-2017 ...... 41 TABLE 4.2. STEMM ACADEMIC STAFF WORK FUNCTION, 2015-2017 ...... 42 TABLE 5.1. ACADEMIC PROMOTIONS MENTORS, 2017 ...... 58 TABLE 5.2. PROMOTIONS ELIGIBILITY, APPLICATIONS AND SUCCESS RATES, 2015-2017 ...... 60 TABLE 5.3. PUBLICATIONS AND EXTERNAL RESEARCH INCOME BY ACADEMIC UNIT, 2015-2017 ...... 67 TABLE 5.4. INTERNAL GRANTS AWARDED, 2015-2017 ...... 69 TABLE 5.5. PARENTAL LEAVE BY LEAVE TYPE, 2013-2017 ...... 90 TABLE 5.6. SUBSIDISED CHILDCARE UPTAKE (EARLY LEARNING CENTRES), 2018 ...... 100 TABLE 5.7. GENDER EQUITY EVENTS AND NETWORKS, 2015-2017 ...... 103 TABLE 5.8. REGULAR WSU GENDER EQUITY & CULTURAL DIVERSITY CONFERENCES & SEMINARS, 2015-2017 ...... 105 TABLE 5.9. FEMALE REPRESENTATION ON SENIOR COMMITTEES, 2018 ...... 109 TABLE 5.10. REPRESENTATION ON INFLUENTIAL COMMITTEES, AUGUST 2018 ...... 110 TABLE 5.11. COMMITTEE WORKLOAD ALLOCATIONS, 2017 ...... 111 TABLE 7.1. WSU STAFF DIVERSITY STATISTICS (HR SYSTEMS), 2015-2017 ...... 123 TABLE 7.2. WSU STAFF DIVERSITY STATISTICS (MYVOICE, 2018) ...... 123

iv LIST OF FIGURES

FIGURE 2.1. WSU CAMPUS LOCATIONS (GREATER WESTERN SYDNEY) ...... 4 FIGURE 2.2. WSU ORGANISATIONAL CHART, DECEMBER 2018 ...... 7 FIGURE 3.1. SAT MEMBERS DEMOGRAPHICS, 2016-2019 ...... 12 FIGURE 3.2. SAT EXPERTISE & RECENT ORGANISATIONAL EXPERIENCE ...... 13 FIGURE 3.3. SAT COMMITTEE MEMBERSHIPS, 2016-2019 ...... 13 FIGURE 3.4. SAT REPORTING STRUCTURE, 2016-2019 ...... 18 FIGURE 3.5. WSU SAGE CONSULTATION TIMELINE TO SUBMISSION, 2018-2019 ...... 20 FIGURE 4.1. PROPORTION OF FEMALE WSU ACADEMIC STAFF (FTE) BY GRADE, 2015-2017 ...... 27 FIGURE 4.2. WSU ACADEMIC STAFF (FTE) BY GRADE AND GENDER, 2015-2017 ...... 27 FIGURE 4.3. REPRESENTATION OF FEMALE ACADEMIC STAFF AT LEVEL D (UA, 2016, P.14) ...... 28 FIGURE 4.4. REPRESENTATION OF FEMALE ACADEMIC STAFF AT LEVEL E (UA, 2016, P.15) ...... 29 FIGURE 4.5. PROPORTION OF FEMALE NON-STEMM ACADEMIC STAFF (FTE) BY GRADE, 2015-2017 ... 30 FIGURE 4.6. NON-STEMM ACADEMIC STAFF (FTE) BY GRADE AND GENDER, 2015-2017 ...... 30 FIGURE 4.7. PROPORTION OF FEMALE STEMM ACADEMIC STAFF (FTE) BY GRADE, 2015-2017 ...... 31 FIGURE 4.8. STEMM ACADEMIC STAFF (FTE) BY GRADE AND GENDER, 2015-2017 ...... 31 FIGURE 4.9. SCEM ACADEMIC STAFF (FTE) BY GENDER AND GRADE, 2015-2017 ...... 32 FIGURE 4.10. SOM ACADEMIC STAFF (FTE) BY GENDER AND GRADE, 2015-2017 ...... 33 FIGURE 4.11. SNM ACADEMIC STAFF (FTE) BY GENDER AND GRADE, 2015-2017 ...... 34 FIGURE 4.12. SSH ACADEMIC STAFF (FTE) BY GENDER AND GRADE, 2015-2017 ...... 35 FIGURE 4.13. STEMM-RIS ACADEMIC STAFF (FTE) BY GENDER AND GRADE, 2015-2017 ...... 36 FIGURE 4.14. ACADEMIC STAFF (FTE) GENDER BALANCE BY CONTRACT TYPE, 2015-2017 ...... 38 FIGURE 4.15. WSU CONTINUING AND FIXED-TERM ACADEMIC STAFF (FTE) BY GRADE, 2015-2017 ...... 38 FIGURE 4.16. STEMM STAFF (FTE) BY ACADEMIC UNIT AND CONTRACT TYPE, 2015-2017 ...... 39 FIGURE 4.17. PROPORTION OF STEMM CASUAL (FTE) BY ACADEMIC UNIT, 2015-2017 ...... 39 FIGURE 4.18. SCEM ACADEMIC WORK FUNCTION BY LEVEL, 2015-2017 ...... 43 FIGURE 4.19. SOM ACADEMIC WORK FUNCTION BY LEVEL, 2015-2017...... 43 FIGURE 4.20. SNM ACADEMIC WORK FUNCTION BY LEVEL, 2015-2017...... 44 FIGURE 4.21. SSH ACADEMIC WORK FUNCTION BY LEVEL, 2015-2017 ...... 44 FIGURE 4.22. STEMM-RIS ACADEMIC WORK FUNCTION BY LEVEL, 2015-2017 ...... 44 FIGURE 4.23. ACADEMIC STAFF ATTRITION, 2015–2017 ...... 46 FIGURE 4.24. LEAVE REASONS BY GENDER, 2015-2017 ...... 46 FIGURE 4.25. ACADEMIC STAFF ATTRITION BY GRADE AND CONTRACT TYPE, 2015-2017 ...... 47 FIGURE 4.26. FIXED-TERM STAFF LEAVE REASONS BY GENDER AND GRADE, 2015-2017 ...... 47 FIGURE 4.27. ACADEMIC STAFF BASE PAY AND TOTAL REMUNERATION PAY EQUITY GAP, 2018 ...... 49 FIGURE 4.28. PROFESSIONAL STAFF BASE PAY AND TOTAL REMUNERATION PAY EQUITY GAP, 2018 ...... 49 FIGURE 5.1. NEW ACADEMIC APPOINTMENTS, 2015-2017: APPLICATIONS, SHORTLISTS, OFFERS & RECRUITS BY GENDER ...... 52 FIGURE 5.2. STEMM SCHOOLS RECRUITMENT LIFECYCLE, 2015 -2017 ...... 53 FIGURE 5.3. NON-STEMM SCHOOLS RECRUITMENT LIFECYCLE, 2015 - 2017 ...... 54 FIGURE 5.4. ACADEMIC STAFF ORIENTATION UPTAKE, 2015-2017 ...... 56 FIGURE 5.5. NEW STEMM STAFF SATISFACTION WITH INDUCTION PROCESSES, 2017 ...... 56 FIGURE 5.6. STEMM PROMOTIONS TRAINING UPTAKE RELATIVE TO ELIGIBLE COHORTS, 2015-2017 ... 59 FIGURE 5.7. NUMBER OF APPLICANTS BY GENDER, 2015-2017 ...... 61 FIGURE 5.8. STEMM APPLICANTS RELATIVE TO OF ELIGIBLE POOL BY GRADE, 2015-2017 ...... 61 FIGURE 5.9. PROMOTIONS SUCCESS RELATIVE TO ELIGIBLE POOL BY GENDER, 2015-2017 ...... 62 FIGURE 5.10. PROMOTIONS SUCCESS RATE BY EQUITY APPLICATION, 2017 ...... 62

v FIGURE 5.11. SURVEY RESPONSE: SATISFACTION WITH SUPPORT PROVIDED FOR GOAL ACHIEVEMENT ACROSS PROMOTIONAL ATTRIBUTES BY GENDER AND WORK AREA (MYVOICE 2018) ... 63 FIGURE 5.12. SURVEY RESPONSE: SATISFACTION WITH SUPPORT PROVIDED FOR GOAL ACHIEVEMENT ACROSS PROMOTIONAL ATTRIBUTES BY ACADEMIC LEVEL (MYVOICE 2018) ...... 63 FIGURE 5.13. MEAN PUBLICATIONS PER RESEARCHER BY GRADE, 2015-2017 ...... 68 FIGURE 5.14. MEAN EXTERNAL INCOME PER RESEARCHER BY GRADE, 2015-2017 ...... 68 FIGURE 5.15. NUMBER OF INTERNAL GRANTS AWARDED BY GENDER, 2015-2017 ...... 70 FIGURE 5.16. INTERNAL GRANT RESEARCH INCOME BY GENDER, 2015-2017 ...... 70 FIGURE 5.17. ACADEMIC TRAINING GENDER BALANCE: UPTAKE RELATIVE TO COHORT PROPORTIONS, 2015-2017 ...... 72 FIGURE 5.18. ACADEMIC TRAINING UPTAKE BY CATEGORY, 2015-2017 ...... 73 FIGURE 5.19. SURVEY RESPONSE: SATISFACTION WITH LEARNING & DEVELOPMENT BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 74 FIGURE 5.20. SURVEY RESPONSE: SATISFACTION WITH LEARNING & DEVELOPMENT BY STEMM AREA & ACADEMIC LEVEL (MYVOICE 2018) ...... 74 FIGURE 5.21. WORK PLANNING AND CAREER DEVELOPMENT CYCLE (TRUNCATED) ...... 75 FIGURE 5.22. SURVEY RESPONSE: SATISFACTION WITH PERFORMANCE APPRAISAL BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 76 FIGURE 5.23. SURVEY RESPONSE: SATISFACTION WITH PERFORMANCE APPRAISAL BY STEMM AREA AND LEVEL (MYVOICE 2018)...... 76 FIGURE 5.24. ACADEMIC MENTORING UPTAKE, 2015-2017 ...... 79 FIGURE 5.25. VC PROFESSIONAL DEVELOPMENT SCHOLARSHIPS, 2015-2017 ...... 79 FIGURE 5.26. VC EXCELLENCE AWARDS & COMMENDATIONS, 2013-2017 ...... 80 FIGURE 5.27. SURVEY RESPONSE: SATISFACTION WITH CAREER OPPORTUNITIES BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 80 FIGURE 5.28. SURVEY RESPONSE: SATISFACTION WITH CAREER OPPORTUNITIES BY STEMM AREA & ACADEMIC LEVEL (MYVOICE 2018) ...... 81 FIGURE 5.29. SURVEY RESPONSE: SATISFACTION WITH CAREER DEVELOPMENT & RECOGNITION PROMPTS BY ACADEMIC LEVEL (MYVOICE 2018) ...... 81 FIGURE 5.30. SURVEY RESPONSE: SATISFACTION WITH CAREER DEVELOPMENT & RECOGNITION PROMPTS BY STEMM UNIT (MYVOICE 2018) ...... 82 FIGURE 5.31. WSU PARENTS FAMILIARITY WITH PL RESOURCES, 2013-2017 (PL SURVEY 2018) ...... 85 FIGURE 5.32. SURVEY RESPONSE: AWARENESS OF PL ENTITLEMENTS BY EMPLOYMENT TYPE, PL TAKERS 2013-2017 (PL SURVEY 2018) ...... 85 FIGURE 5.33. SURVEY RESPONSE: AWARENESS OF PL ENTITLEMENTS BY WORK AREA, PL TAKERS 2013-2017 (PL SURVEY 2018) ...... 85 FIGURE 5.34. BEFORE LEAVE SATISFACTION WITH KEY SUPPORT FIGURES, 2013-2017 (PL SURVEY 2018) ...... 86 FIGURE 5.35. RETURN TO WORK SATISFACTION WITH KEY FIGURES BY WORK AREA, 2013-2017 (PL SURVEY 2018) ...... 88 FIGURE 5.36. MATERNITY RETURN RATE, 2013-2017 ...... 89 FIGURE 5.37. PARENTAL LEAVE UPTAKE BY EMPLOYMENT TYPE, 2013–2017 ...... 91 FIGURE 5.38. ACADEMIC STAFF PARENTAL LEAVE UPTAKE BY LEVEL, 2013-2017 ...... 91 FIGURE 5.39. LENGTH OF PARENTAL LEAVE BY EMPLOYMENT TYPE, 2013–2017 ...... 92 FIGURE 5.40. SURVEY RESPONSE: SATISFIED WITH PL ENTITLEMENTS OFFERED BY GENDER AND EMPLOYMENT TYPE, PL TAKERS 2013-2017 (PL SURVEY 2018) ...... 92 FIGURE 5.41. SURVEY RESPONSE: SATISFIED WITH ENTITLEMENTS OFFERED BY WORK AREA, PL TAKERS 2013-2017 (PL SURVEY 2018) ...... 93 FIGURE 5.42. PROFESSIONAL STAFF GENDER BALANCE OF ANNUAL AVERAGE FLEX LEAVE HOURS, 2015-2017 ...... 94

vi FIGURE 5.43. ACADEMIC STAFF PERSONAL LEAVE FOR FAMILY REASONS, 2015-2017 ...... 95 FIGURE 5.44. ACADEMIC STAFF PERSONAL LEAVE FOR CULTURAL REASONS, 2015-2017 ...... 95 FIGURE 5.45. FLEXIBLE WORK UPTAKE AMONG WSU PARENTS, 2015-2017 (PL SURVEY, 2017-18) ...... 96 FIGURE 5.46. SURVEY RESPONSE: “I HAVE THE FLEXIBILITY I NEED TO MANAGE MY WORK AND CARING RESPONSIBILITIES” (FWFR & PL SURVEYS, 2017-2018) ...... 97 FIGURE 5.47. SURVEY RESPONSE: "FLEXIBLE WORK IS ACTIVELY ENCOURAGED AT WSU” (FWFR & PL SURVEYS, 2017-2018) ...... 97 FIGURE 5.48. SURVEY RESPONSE: "MY SUPERVISOR IS SUPPORTIVE OF FLEXIBLE WORKING ARRANGEMENTS” (FWFR & PL SURVEYS, 2017-2018) ...... 98 FIGURE 5.49. SURVEY RESPONSE: "FLEXIBLE WORK OPTIONS ARE EQUALLY AVAILABLE AT WSU, REGARDLESS OF GENDER” (FWFR & PL SURVEYS, 2017-2018) ...... 98 FIGURE 5.50. SURVEY RESPONSE: GENDER DIVERSITY VALUE PROMPTS BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 105 FIGURE 5.51. SURVEY RESPONSE: ACTIVE PREVENTION PROMPTS BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 106 FIGURE 5.52. DEANS AND DIRECTORS GENDER BALANCE BY WORK AREA, 2015-2017 ...... 107 FIGURE 5.53. DEPUTY DEANS AND DIRECTORS OF RESEARCH, HDR, ENGAGEMENT & INTERNATIONAL ...... 108 FIGURE 5.54. SURVEY RESPONSES: STAFF SATISFACTION WITH WORKLOAD BY KEY DEMOGRAPHICS (MYVOICE 2018) ...... 113 FIGURE 5.55. SURVEY RESPONSES: STAFF SATISFACTION WITH WORKLOAD BY STEMM AREA & ACADEMIC LEVEL (MYVOICE 2018) ...... 113 FIGURE 5.56. STAFF PARTICIPATION IN OUTREACH ACTIVITIES BY ENGAGEMENT TYPE, 2015-2017 ... 116 FIGURE 5.57. GENDER EQUITY REPORTING LINE, 2019-2023 ...... 117

vii GLOSSARY OF TERMS

ACIAC Australia-China Institute for Arts and Culture AD Academic Division ADP-Policy Academic Development Program Policy APC Academic Promotions Committee APP Academic Promotions Policy AS Athena SWAN ASA Academic Staff Agreement AWEI Australian Workplace Equality Index BoT Board of Trustees CALD Culturally and Linguistically Diverse DAP Director of Academic Program DVC-A Deputy Vice-Chancellor and Vice-President (Academic) DVC-R&I Deputy Vice-Chancellor and Vice-President (Research & Innovation) DVC-S&P Deputy Vice-Chancellor and Vice-President (Strategy & Planning) E&D Equity & Diversity EDWPs Equity & Diversity Working Parties EVR Early Voluntary Retirement FLMP Foundation Leadership and Management Program GE Gender Equality

GE-Policy Gender Equality Policy GE-Procedures Gender Equality Procedures and Guidelines GE-Strategy Gender Equality Strategy and Action Plan GRS Graduate Research School HIE Hawkesbury Institute for the Environment ICS Institute for Culture and Society IWA Individual Work Agreements KPI Key Performance Indicator MARCS MARCS Institute for Brain, Behaviour and Development NCGP National Competitive Grants Program NICM National Institute of Complementary Medicine OATSIEE Office of Aboriginal and Torres Strait Islander Employment and Engagement OED Office of Equity and Diversity OGS Office of Governance Services OHR Office of Human Resources OQP Office of Quality and Performance PRW Phased Return to Work PSA Professional Staff Agreement

viii PVC-DF Pro Vice-Chancellor (Digital Futures) PVC-I Pro Vice-Chancellor (International) PVC-GD Pro Vice-Chancellor (Global Development) PVC-LT Pro Vice-Chancellor (Learning Transformations) PVC-RGS Pro Vice-Chancellor (Research and Graduate Studies) REDI Research Engagement, Development and Innovation RI Research Institute R&S-Policy Recruitment & Selection Policy SAGE-AL SAGE Academic Lead SAGE-ASAP SAGE Athena SWAN Action Plan SAGE-PO SAGE Project Coordinator SAGE-PO SAGE Project Officer SaGR Sexualities and Genders Research Group SAT Self-Assessment Team SCEM School of Computing, Engineering and Mathematics SDVC Senior Deputy Vice-Chancellor SGD-Strategy Sexuality and Gender Diversity Strategy SHCA School of Humanities and Communication Arts SNM School of Nursing and Midwifery SoB School of Business SoE School of Education SoL School of Law SoM School of Medicine SPT Supporting Parents Toolkit SSAP School of Social Sciences and Psychology SSH School of Science and Health SWAGs SAGE Working Aggregates SWP School Work Plan THRI Translational Health Research Institute TLD Talent and Leadership Development UWP University Work Plan UWPC University Work Plan Committee VC Vice-Chancellor and President VC-GEC Vice-Chancellor’s Gender Equality Committee VC-GEF Vice-Chancellor’s Gender Equality Fund VP-FR Vice-President (Finance and Resources) VP-PA Vice-President (People and Advancement) WPCD Work Planning and Career Development

WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS

We acknowledge and respect the Traditional Owners (and Custodians) of the Lands, the Eora, Darug, D’harawal and Wiradjuri upon which our campuses now stand. We continue to value the generations of knowledge Aboriginal and Torres Strait Islander Peoples embed within our University.

Image 1. The Tree of Knowledge by artist Janie Bruny, Kamilaroi nation, held in the WSU Art collection.

x 1. VC’s LETTER OF ENDORSEMENT

2. DESCRIPTION OF THE INSTITUTION

Established in 1989, Western Sydney University (WSU) is one of Australia’s youngest higher education institutions. At foundation, the University was declared a ‘university for the people’ and charged with specific responsibility to contribute to the development of the Western Sydney region in which its six primary campuses are built: Bankstown, Campbelltown, Hawkesbury, Liverpool, Parramatta, and Penrith (Figure 2.1).

Western Sydney is the most culturally, linguistically and socioeconomically diverse and fastest-growing region of Image 2. WSU's Sciences building at Parramatta South campus NSW, and the diversity of our staff and student body defines our University culture. More than 170 cultural and ethnic backgrounds are represented in our student cohort, which holds the highest proportion of domestic students from language backgrounds other than English in NSW (n=2,653; 6.7%) and the highest number of low- socioeconomic students in the country (n=11,686; 29.6%).1 Our staff cohort is highly diverse, with 21.7% indicating that their first language is other than English and 3.6% identifying as of Aboriginal and/or Torres Strait Islander cultural heritage, more than triple the national higher education average.2 Our approach to gender equity is informed by a consciousness of the diversity of our community, which is reflected in the strategic objective under which SAGE falls: “A Dynamic and Innovative Culture that Secures Success” (WSU Strategic Plan, Securing Success 2018–2020, Objective 6).

The diverse composition and geographic dispersal of our community poses challenges, especially for fostering a cohesive cultural environment. The spread of our campuses across Western Sydney impedes coherent staff communications, increases reliance on e-technology, and complicates staff networking and collegiality. Our higher-than-sector-average reliance on Commonwealth funding also requires that our strategic approach to advancing gender equity is framed within available resources with priority for cost efficiency.

1 Universities Australia (2017). Selected Higher Education Statistics 2017 – 2017 Student Data: Section 11, Equity Groups. Available at https://docs.education.gov.au/node/51366. 2 Australian Bureau of Statistics (2018). Census of Population and Housing, 2011 and 2016. Available at: https://profile.id.com.au/wsroc/population?WebID=200; Department of Education and Training (2017). Selected higher Education Statistics – Staff Data: Indigenous. Available at: https://docs.education.gov.au/node/46146.

3 Figure 2.1. WSU Campus Locations (Greater Western Sydney)

4 (i) Information on where the institution is in the Athena SWAN Process

SAGE is part of a long-standing commitment to achieve gender equity across WSU and forms part of a wider strategy to create sustainable change toward a gender-aware, gender-responsive culture. Our Senior Executive show strong leadership in this area, supported by our Office of Equity and Diversity (OED) which has coordinated gender equity initiatives to substantial effect for 15+ years (see Section 1).

Before our SAGE Pilot began in 2016, WSU received 14 citations as a WGEA Employer of Choice for Gender Equality (2003-2016), the Vice-Chancellor was named a WGEA Pay Equity Ambassador (2015), the Vice-Chancellor’s Gender Equality Committee (VC-GEC, 2015) was formed to govern gender equity across the institution (2014), and the Senior Women’s Group was established (2016) to strengthen opportunities for senior women to advance to Executive positions. In 2015, Gender Equality Strategy and Action Plan, 2015-2020 (GE-Strategy) set broad institutional strategies for improvement across five key areas:

1. Leadership accountability for promoting gender equity 2. Improving the representation of women in leadership and management positions (especially within STEMM) 3. Developing and retaining a gender diverse workforce 4. Reducing gender pay gaps 5. Building a flexible workplace.

Our participation in SAGE has provided further impetus for cohering our strategies for advancing gender equity. Our Gender Equality Policy (GE-Policy) was developed in 2017 to ensure appropriate implementation of the GE-Strategy and aligns with Athena SWAN principles. Our GE-Policy drives organisational change and details KPIs that outline accountability for supervisors/managers to facilitate continued improvement. Tracking progress against these KPIs is required by our SAGE Athena SWAN Action Plan (SAGE-ASAP), facilitated by new, local Equity & Diversity Working Parties to be installed within our academic units (see Section 5.4(xiii)).

Developing our Bronze Award application has helped to articulate our vision for promoting gender equity in STEMM. It has provided valuable insight into existing challenges within our STEMM academic units, brought a clearer vision of our role in promoting STEMM careers to young women, and has identified a need to target our gender equity initiatives in STEMM to greater effect. Consultation on our SAGE-ASAP is complete and implementation has commenced: we have reconfigured key organisational practices (e.g., promotions, research support at return to work, and casual staff recognition) to better support STEMM women, and have begun to build capacity for cultural change across the University.

5 (ii) Information on its teaching and research focus

WSU teaching and research is embedded in 15 Academic Units (9 Schools and 6 Research Institutes, Table 2.1 & Figure 2.2). Research concentrations are infused across Schools and Research Institutes (STEMM-RIs), are driven by impact with an emphasis on interdisciplinary and organised into four multidisciplinary themes:

Urban Living and Society Education and Work Health and Wellbeing Environmental Sustainability.

Schools produce high research outputs, receive significant external grants and perform the majority of undergraduate teaching, while STEMM-RIs concentrate on postgraduate teaching and research.

Table 2.1. Key Teaching and Research Figures, 2017

STEMM and Non-STEMM Teaching & Research, 2017* Academic Income Apportioned Students Acronym Name Workforce ($ Publications (EFTSL) (FTE) ‘000) HIE Hawkesbury Institute for the Environment 50.1 329 5,548 57.4 MARCS Institute for Brain, Behaviour and MARCS 37.9 136 3,853 43.6 Development NICM National Institute of Complementary Medicine 14.5 79 2,630 20.1 Institutes Institutes

THRI Translational Health Research Institute* 0.0 115 1,136 0.0 School of Computing, Engineering and SCEM 189.6 806 2,347 4,160.1 Mathematics STEMM SoM School of Medicine 175.4 397 6,223 713.3

Schools SNM School of Nursing and Midwifery 202.2 193 1,518 4,006.8 SSH School of Science and Health 95.8 333 3,643 4,404.6 STEMM Totals 765.5 2,388 26,898 13,405.90 ACIAC Australia-China Institute for Arts and Culture 1.6 3 0 0

Inst. ICS Institute for Culture and Society 28.8 109 1,994 29.2

SoB School of Business 150.5 143 511 4,154.6 SoE School of Education 178.1 124 866 2,402.0 SHCA School of Humanities and Communication Arts 146.1 151 1,428 3,275.3 Schools Non-STEMM SoL School of Law 157.1 40 74 1,526.8 SSAP School of Social Sciences and Psychology 48.2 333 1,247 4,225.6 Non-STEMM Totals 710.3 903 6,120 15,613.5 *Data Note: All staff and students are represented by organisational unit. Translational Health Research Institute (THRI) staff occupancy is concurrent with employment in other Academic Units and therefore not disaggregated in data provided.

6 Figure 2.2. WSU Organisational Chart, December 2018

7 (iii) The number of staff

Across 2017, WSU employed a total 7,172 staff (Table 2.1). Of these, 2,632 were continuing and fixed-term staff, with 1,064 academics (40.4%) and 1,568 (59.6%) professional staff. A further 4,540 individuals were employed as casuals, with 3,024 (66.6%) sessional academics and 1,516 (33.4%) professional casuals.

The total FTE workforce at WSU is 3,190.1, with 1,515.2 FTE academic staff (47.5%) and 1674.9 FTE professional staff (52.5%).

Table 2.2. WSU Staff Population (Headcount and FTE), 2017

WSU Staff Population (Headcount and FTE), 2017

Headcount FTE

F % M % F % M %

Academic 525 49% 539 51% 488.0 49% 510.9 51%

Professional 1,044 67% 524 33% 972.3 65% 512.8 35% Term / Fixed-

Continuing Total 1,569 60% 1,063 40% 1,460.2 60% 1,023.7 41%

Academic 2,140 71% 880 29% 349.3 68% 165.5 32%

Professional 958 63% 558 37% 121.6 64% 68.2 36% Casual Total 3,098 68% 1,438 32% 470.9 67% 233.7 33%

Academic 2,665 65% 1,419 35% 873.3 56% 676.4 44% WSU Professional 2,002 65% 1,082 35% 1,093.9 65% 581.0 35% Total* Total 4,667 65% 2,501 35% 1,967.2 61% 1,257.4 39% *Data Note: An additional 4 casual staff (1.64 FTE) identify as non-binary and are not disaggregated here. All continuing & fixed- term staff extracted at 31 March each year, casual staff data extracted across full calendar year.

(iv) The total number of departments and total number of students

Across WSU’s 15 Academic Units, the total student population by EFTSL is 33,048.4 (Table 2.3). STEMM disciplines account for 46.0% of all enrolments. Within STEMM, similar numbers of females and males are enrolled, though significant gender differences exist in study preferences: SNM is highly feminised, SCEM is male dominated.

8 Table 2.3. Student EFTSL by Academic Unit, 2017

Student EFTSL by Academic Unit, 2017

F % M % Total HIE 32.6 57% 24.8 43% 57.4 MARCS 25.6 59% 18.0 41% 43.6

Institutes Institutes NICM 8.5 84% 1.6 16% 10.1

SCEM 583.3 14% 3,576.8 86% 4,160.1

STEMM SoM 397.4 54% 334.0 46% 731.3 SNM 3,315.5 83% 691.2 17% 4,006.8 Schools SSH 2,587.5 59% 1,817.2 41% 4,404.6 STEMM Total 6,950.3 52% 6,463.6 48% 13,413.9

I ICS 13.6 47% 15.6 53% 29.2 SoB 1,800.0 43% 2,354.6 57% 4,154.6 SoE 1,833.2 76% 568.7 24% 2,402.0 SHCA 2,163.2 66% 1,112.1 34% 3,275.3

Schools SoL 793.4 52% 733.4 48% 1,526.8 Non-STEMM SSAP 2,960.0 70% 1,265.7 30% 4,225.6 Non-STEMM Total 9,563.5 61% 6,050.1 39% 15,613.6 College 1,932.2 51% 1,889.8 49% 3,822.0 GRS 47.5 54% 41.0 46% 88.5 Other

Other Other 2.1 54% 1.8 46% 18.0 Other Total 1,981.8 51% 1,932.6 49% 88.5 WSU Total 18,556.2 57% 14,492.7 43% 33,052.8* *Data Note: An additional 34 students (4.4 EFSTL) identify as non-binary and are included in totals.

(v) List and sizes of STEMM departments

STEMM staff are 50.5% of our academic and 20.7% of our professional FTE workforce (Table 2.4). Within STEMM, 51% of academic and 68% of professional work is performed by women. SSH is the largest STEMM School, with the highest FTE across both academic (202.87FTE) and professional (89.62FTE) roles.

The distribution of STEMM female academics by discipline is consistent with post-Dawkins industry profiles: highest female representation in Nursing and Midwifery (91%), lowest in Computing, Engineering and Mathematics (SCEM, 21%) and Agriculture and Environment (HIE, 34%). All other STEMM Academic Units are close to gender parity.

Table 2.4. STEMM Staff (FTE) per Academic Unit by Classification, 2017

STEMM Staff Population (FTE), 2017

Continuing/ Casual Total Fixed-Term F % M % F % M % F % M % Academic 16.9 34% 33.2 66% 0.0 0% 0.1 100% 16.9 34% 33.2 66% HIE Professional 12.8 54% 11.0 46% 4.1 57% 3.1 43% 16.9 55% 14.1 45% Total 29.7 40% 44.2 60% 4.1 57% 3.1 43% 33.8 42% 47.3 58%

Academic 17.9 47% 20.0 53% 0.0 0% 0.0 0% 17.9 47% 20.0 53% MARCS Professional 11.1 58% 8.0 42% 6.2 72% 2.4 28% 17.3 62% 10.4 38% Total 29.0 40% 28.0 60% 6.2 72% 2.4 28% 35.2 54% 30.4 46% Institutes* Academic 3.0 36% 5.4 64% 5.1 83% 1.0 17% 8.0 56% 6.4 44% NICM Professional 6.5 87% 1.0 13% 4.1 83% 0.8 17% 10.6 85% 1.8 15% Total 9.5 60% 6.4 40% 9.1 83% 1.9 17% 18.6 69% 8.2 31% Academic 23.8 18% 109.9 82% 15.8 28% 40.0 72% 39.6 21% 149.9 79% SCEM Professional 19.5 36% 34.6 64% 2.0 17% 9.8 83% 21.5 33% 44.4 67% Total 43.3 23% 144.5 77% 17.8 26% 49.8 74% 61.1 24% 194.3 76% Academic 46.6 38% 43.2 62% 4.3 66% 1.7 34% 50.9 53% 44.9 47% SoM Professional 56.0 71% 10.5 29% 6.6 92% 0.6 8% 62.6 85% 11.1 15%

Total 102.6 66% 53.7 34% 11.0 82% 2.4 18% 113.5 67% 56.1 33% Academic 74.6 87% 11.6 13% 84.9 95% 4.4 5% 159.5 91% 16.0 9% Schools SNM Professional 48.7 92% 4.5 8% 5.3 94% 0.3 6% 54.0 92% 4.8 8% Total 123.3 88% 16.1 12% 90.2 95% 4.7 5% 213.5 91% 20.8 9% Academic 50.7 38% 83.1 62% 45.5 66% 23.0 34% 96.2 48% 106.1 52% SSH Professional 55.9 71% 23.2 29% 6.6 62% 4.0 38% 62.5 70% 27.2 30% Total 1066.0 50% 1063.0 50% 52.0 66% 30.0 34% 158.6 54% 133.9 46% Academic 233.5 43% 306.4 57% 155.5 69% 70.2 31% 389.0 51% 376.5 49% STEMM Totals Professional 210.5 69% 92.8 31% 34.9 62% 21.1 38% 245.4 68% 113.9 32% Total 443.5 53% 399.1 47% 190.4 68% 91.3 32% 634.4 56% 490.4 44% *Data Note: Given their small size, data provided hereafter aggregates STEMM Research Institutes as one combined category (STEMM-RIs).

10 Image 3. WSU Self-Assessment Team, August 2017

11 3. THE SELF-ASSESSMENT PROCESS

(i) Description of the Self-Assessment Team

Established in September 2016, WSU’s original SAGE-SAT comprised 18 members (55% female), including STEMM representatives and specialists in data, gender equity, and administration services. In January 2018, as university-wide impact gained momentum, representatives from non-STEMM areas and additional stakeholders became members (Table 3.1). Four SAT members departed WSU during the process.

The final operative SAT (35 members; 57% female) represents a broad cross-section of university employees at various levels of seniority (Figure 3.1). Many SAT members bring specialist knowledge of direct benefit to SAGE, have had recent experience with key university processes (Figure 3.2) and/or hold relevant organisational roles (Figure 3.3). Given WSU’s diverse profile, SAT diversity by gender, and cultural and linguistic background was paramount (Figure 3.1).

All data provided by SAT members is self-identified and categories are not mutually exclusive.

Figure 3.1. SAT Members Demographics, 2016-2019

70%

60%

50%

40%

30%

20% Proportion (%) SAT Members of Proportion 10%

15 8 12 18 9 8 20 15 21 14 17 2 410 0% Ally Male Other CALD Parent Female STEMM LGBTIQ+ Academic Non-Parent Senior Staff Senior Professional non-STEMM First Peoples WORK AREA STAFF TYPE GENDER CARER STATUS DIVERSITY

12 Figure 3.2. SAT Expertise & Recent Organisational Experience

Gender 8

Equity 10

HR & Policy 14

Data 11

ADP 2

Internal Funding 8

Promotions 7

Recruitment 10 RECENT EXPERIENCE RECENT EXPERTISE Other 4

0% 5% 10% 15% 20% 25% 30% 35% 40% Proportion of SAT Members (%)

Figure 3.3. SAT Committee Memberships, 2016-2019

Executive 9

Academic Senate 5

Promotions 6

Recruitment 9

Research 3

VC's GEC 9

Other 8

Executive 8

Academic 7

Recruitment 11

Research 6

Work Plan 6 LOCALCOMMITTEE UNIVERSITY COMMITTEE Other 4

0% 5% 10% 15% 20% 25% 30% 35% 40%

Number of SAT Members (#)

13 Table 3.1. WSU Self-Assessment Team Membership, 2016-2019

SAT Roles and Demographics

SAT Leaders & Senior Executives

SAT Role (Level) Name & Title Joined WSU Specialisation + SAT Role(s) & WSU Positions Appointment SAGE-AL & SAT Chair Professor Janice Aldrich-Wright 1985 Data specialist Project coordination, leadership and Appointed (DVC- (Level E) Professor of Chemistry, School of Science Bioorganic Chemist: medicinal chemistry consultation A), Dec 2015 & Health Research SWAG (Leader, ADP) School Research Director Deputy Chair, VC-GEC SAGE-PO Dr Kieryn McKay 2017 Equity and Diversity strategist: low-SES outreach Project management Appointed (DVC- (HEW 6) SAGE Project officer, Office of the DVC & [2005-12] and engagement, cultural exclusion, Inclusive Data SWAG (Coordinator) A), April 2017 VP (Academic) teaching Engagement SWAG (Leader) Research SWAG (Leader, PL) Comms SWAG Coordinator, Gender UNLIMITED* VC-GEC Director, OED Professor Sev Ozdowski AM 2007 Equity and Diversity specialist VC GEC Appointed (VC), (Senior) Cultural diversity specialist: former Australian Respect. Now. Always. Taskforce Aug 2016 Human Rights Commissioner and Disability Ally Network Discrimination Commissioner Executive Director, Ms Susan Hudson 1995 HR and Policy specialist: Academic management; Sub-project implementations Appointed (DVC- HR executive projects; HR Policy SWAG A), April 2016 (Senior) VC-GEC Chair, WSU Early Learning Board PVC Engagement and Professor Lisa Jackson Pulver 2016 Pro Vice-Chancellor Advisor on Aboriginal and Torres Appointed (VC), Aboriginal & Torres (departed Equity specialist Strait Islander cultural input and March 2017 Strait Islander Oct 2018) Epidemiologist: demographic transitions of oversight Leadership Aboriginal and Torres Strait Islander people, Policy SWAG (Senior) lifespan health/wellbeing, population enumeration, Engagement SWAG public health VC-GEC Dean, SCEM Professor Simeon Simoff 2008 Data specialist Appointed (VC), (Senior) Data Scientist: AI, data and information March 2017 visualisation, virtual and augmented reality, simulation Dean, SSH Professor Gregory Kolt 2006 Health Scientist: psychology and physiotherapy Lead Dean, Workforce Development Appointed (VC), (Senior) March 2017 SAT Deputy-Chair & Professor Kate (Catherine) Stevens 1995 Cognitive Scientist Appointed (DVC- Director, MARCS Staff and Graduate Student Supervisor, Mentor A), April 2016 (Senior)

14 Key Stakeholders

SAT Role (Level) Name & Title Joined WSU Specialisation + SAT Role(s) & WSU Positions Appointment REDI Mr Sunil Chand 2016 Data specialist (Research and Development) Data SWAG Invited (SAGE- (HEW 7) Research Data Officer Biologist: epidemiology AL), Jan 2018 OATSIEE Ms Melissa Williams 2007 Equity and Policy specialist Advisor on Aboriginal and Torres Appointed (Senior) Director Strait Islander cultural input and (SAGE-AL), Jan oversight 2018 Policy SWAG Engagement SWAG OED Ms Katie Hayes 2008 Equity and Diversity strategist Policy SWAG (Co-Leader) Appointed (HEW 7) Senior Project Officer (Gender) Gender specialist Data SWAG (Director OED), Policy specialist VC-GEC Aug 2016 Ally Network HR Ms Natalie Egan 2016 HR, Data and Policy specialist Data SWAG Appointed (HEW 7) HR Advisor Policy SWAG (Director HR), Feb 2018 HR Mrs Susan Folkes 2015 HR and Policy specialist Policy SWAG Appointed (HEW 9) Senior HR Partner Sub-project implementations Data SWAG (Director HR), Oct 2016 OMC Mrs Melissa O’Leary 2003 Communications professional Appointed (HEW 9) Senior Communications Coordinator (SAGE-AL), April 2016 ORD Mr Michael Gonzalez 2000 Data, Policy, Equity and Gender specialist Ally Network Appointed (Senior) University Librarian (departed Librarian: copyright, data management and (SAGE-AL), April Oct 2017) Governance 2016 OQP Mr Subrahmanya (Sharath) Purighalla 2015 Technical implementation of analytics, data Data SWAG Appointed (HEW 10) Senior Manager, Analytics and Data Strategy (SAGE-AL), April Strategy 2016 Respect. Now. Mr Stephen Zissermann 2017 Equity and Gender specialist Engagement SWAG invited (SAGE- Always. Project Officer, Student Counselling Implementation of Changing the Course to reduce RNA Project Officer AL), Jan 2018 (HEW 7) sexual offences in University community Ally Network TLD Ms Kay Hempsall 2016 HR specialist Data SWAG invited (SAGE- (Senior) Associate Director Advisor on Training and Career Development for VC-GEC AL), Jan 2018 Academic & Professional staff Ally Network WiSE Ms Wendy Truelove 2015 Program coordinator for University student career Engagement SWAG invited (SAGE- (HEW 8) CareerConnect Project Supervisor development, Inc. women in STEM Women in Science and Engineering AL), Jan 2018 (WiSE) Project Officer

15 Academic Unit Representatives

SAT Role (Level) Name & Title Joined WSU Specialisation + SAT Role(s) & WSU Positions Appointment HIE Dr Eleonora Egidi 2018 Data specialist Data SWAG (Co-Leader) Nominated (Data (Level A) Postdoctoral Research Fellow, Scientist: soil microbial ecology SWAG), Jan 2018 Environmental Microbiome HIE Associate Professor Remko Duursma 2008 Data specialist Data SWAG (Leader, 2016–2018) Appointed (Level D) (departed Scientist: modelling vegetation function and (SAGE-AL), April Feb 2018) structure, plant ecophysiology, climate change 2016 Promoted from Level C 2017 HIE Dr Alexie Papanikolaou 2015 Data specialist (large scale) Data SWAG (Co-Leader) Nominated (Data (Level C) Computational Biologist Ally Network SWAG), Jan 2018 Mental Health First Aid ICS & SSAP Associate Professor Kate Huppatz 2010 Gender specialist Engagement SWAG invited (SAGE- (Level D) Sociology Sociologist: gender, family and labour Key Advisor, Gender UNLIMITED* AL), Jan 2018 Promoted from Level C 2018 MARCS Dr Mark Antoniou 2014 Psycholinguist: speech and language processing, Nominated (Level C) Senior ARC Research Fellow & Speech & including bilingualism (Director Language Research Program Leader MARCS), Jan 2018 SoB Ms Michelle O’Shea 2006 Equity and Gender specialist Research SWAG (PL) Appointed (Level B) Lecturer, Hospitality, Marketing and Sport Interdisciplinary Sociologist: sport organisational Academic Course Advisor (SAGE-AL), Jan functioning, including gender and diversity Ally Network 2018 SCEM Dr Ragbir Bhathal 2000 Policy specialist Academic Course Advisor Appointed (DVC- (Level B) Engineering & Construction Management Astrophysicist: teaching and learning A), April 2016

SCEM Dr James East 2011 Mathematician: pure mathematics, algebra, semi- Data SWAG Appointed (Level C) Mathematics group theory, diagram and transformation semi- Ally Network (SAGE-AL), April groups 2016 SCEM Associate Professor Olivia Mirza 2006 Engineer: composite steel-concrete structures Academic Course Advisor Appointed (DVC- (Level D) Promoted from Level C 2019 Representative for Western Sydney A), April 2016 Region, Women in Engineering SCEM Dr Russell Thomson 2016 Data specialist Data SWAG (Co-Leader) invited (SAGE- (Level C) Statistical Consultant Applied research: statistical analysis; HDR data AL), Aug 2017 advisor SoE Dr Nathan Berger 2016 Pre-pipeline and Data specialist Advisor on mathematical education Nominated (Level B) Postdoctoral Research Fellow STEM Gender differentiations in STEMM career in the school system (Dean Education aspirations, quantitative research methodologies Education), Jan (SSH), focusing on Equity issues 2018

16 SoE Professor Kathryn Holmes 2016 Director of Centre for Educational Research Advisor on mathematical education invited (DVC-A), (Level E) Professor of Maths Education Pre-pipeline, Gender and Equity specialist in the school system April 2016 STEM education, including gender and educational Panel Chair, SAGE Research Week equity 2017 SHCA Associate Professor Anna Cristina 2015 Anthropologist: ethnographic research, including School International Director invited (SAGE- (Level D) Pertierra research on women and girls in the Global South AL) & Nominated Cultural and Social Analysis Promoted from Level C 2018 (Dean SHCA), Jan 2018 SoL Mr Simon Kozlina 2003 Public policy specialist Policy SWAG invited (SAGE- (Level B) Contract Law Law reform, jurisprudence, WTO & International NTEU Representative AL), Jan 2018 dispute settlement Ally Network SoM & THRI Dr Kate McBride 2013 Population health epidemiologist Research SWAG (PL) Nominated (Level B) Population Health (Dean SoM), Aug 2017 SNM Associate Professor Lauretta Luck 2007 Clinical Nurse Consultant at NBMLHD, research Research SWAG (ADP) Nominated (Level D) Centre for Nursing & Midwifery Research interest in violence towards nurses Academic Course Advisor (Dean SNM), Promoted from Level C 2019 Ally Network Aug 2017 SSAP Associate Professor Michael Salter 2010 Gender and Policy specialist Engagement SWAG invited (SAGE- (Level D) Criminology (departed Criminologist: prevention of violence against Key Advisor, Gender UNLIMITED* AL), Jan 2018 Jan 2019) women and children Sexualities and Genders Research Promoted from Level C 2018 Group Respect. Now. Always. Working Group

17 (ii) An account of the self-assessment process

SAT meetings started bi-monthly, increasing to monthly from January 2018. Members were allocated to sub-committee SAGE Working Aggregates (SWAGs) to investigate and advise on areas of importance: data, policy, engagement, First Peoples, and research (Table 3.2). Meetings were structured around SWAG reporting:

2016: building SAGE’s profile, aligning existing gender equality strategy and accreditation processes. 2017: project planning, detailed data collection, preliminary data analysis, organisational research, staff engagement, and survey distribution. 2018: boosting gender equity advocacy, survey analysis, data synthesis, strategising SAGE-ASAP implementation, drafting the AS application, Executive consultation. 2019: refining the SAGE-ASAP, Executive approval and sign-off.

SAT reporting structure and final Figure 3.4. SAT Reporting Structure, 2016-2019 consultation timeline are depicted below (Figure 3.4 & Figure 3.5). SAT reports were also issued quarterly to the VC’s Gender Equality Committee (VC-GEC) and DVC-A, who provided valuable high-level advice, guidance, and ongoing support. Consultation on the AS application, SAGE-ASAP, and implementation structure was comprehensive (Table 3.3).

Research SWAGs consulted 3,563 staff across surveys, interviews and focus groups around targeted areas of interest: flexible work, induction, parental leave, and organisational culture (Table 3.4). All SWAGs engaged with key stakeholders to build comprehensive “Gender Equity Profiles” of relevant institutional data, policy, processes and initiatives. GE-Profiles formed the basis of reporting throughout this application.

The Vice-Chancellor’s Gender Equality Fund (VC-GEF) was established to encourage gender- related research across the University and furnished five projects in 2017 ($25,000), six in 2018 ($30,000) and seven in 2019 ($35,000). Four VC-GEF grants were awarded to SAT members (for induction, parental leave, promotions, and for Gender UNLIMITED*, see Section 5.4(i)). Further research by VC-GEF recipients was incorporated into SAT findings regarding breastfeeding facilities, career progression, and casualisation.

18 Updates on research findings were reported at Gender UNLIMITED* seminars, New Staff Orientations, and annual events, including Research Week, School Forums, and at a mid-point seminar keynote presentation for International Women’s Day 2018 (IWD, Table 3.5). SAGE face- to-face engagements reached more than 1,585 staff.

The SAT researched local and international perspectives on best-practice gender equity implementation and sought relevant gender research expertise both inside and outside of its membership (Table 3.6). Strategic advice offered by NGOs, industry, community, and other tertiary institutions at Gender UNLIMITED* seminars (see Section 5.4(i)) informed the development of many actions adopted by WSU.

Active participation in the NSW Regional Network and SPANN community led to productive informal partnerships with Cohort 2 universities and peer-reviews of our application by Cohort 1 Bronze Award recipients. WSU also participated in an Innovative Research Universities (IRU) Network, which engaged Cohort 1-3 members from across the country in best-practice knowledge sharing.

Four WSU senior STEMM women (three Emeritus Professors and one Deputy Dean) were invited to review our draft application in October 2018, providing invaluable institutional perspective and developed scholarly insight into high-impact action planning (Table 3.3).

Table 3.2. SAGE Working Aggregates (SWAGs) Activity, 2016-2019

SAGE Working Aggregates: Focus Areas and Activity # SAT SWAG Details Key Stakeholders Frequency Members W F M Q AR Data OQP, OHR, OED, TLD, complex data processing, synthesis and REDI, OATSIEE, 11 - √ - - - analysis Academic Units establishing data protocol Policy OHR, OED, OGS, DVC- information and oversight for all policy A, DVC-R&I, DVC-S&P 5 - - - √ - interpretation, development and implementation Engagement OMC, OED, RNA, EPN coordinating communications strategy and 10 WiSE, WiE, Ally, - - √ - - SAGE events external partners First Peoples Aboriginal and Torres oversight and advice on relevant Strait Islander staff and 3 - - - √ - intersectional factors for Aboriginal and community Torres Strait Islander staff and stakeholders Research: Parental Leave VC-GEC, SoB team, organisational research EPN, recent PL takers 4 - - - √ - ethics approval from SSH staff survey and interviews Research: Induction VC-GEC, TLD organisational research 2 - - - √ - staff survey Research: Organisational Culture TLD, OHR organisational research 3 - - - √ - MyVoice analysis Legend: W = Weekly; F = Fortnightly; M = Monthly; Q = Quarterly; AR = As Required

19 Figure 3.5. WSU SAGE Consultation Timeline to Submission, 2018-2019

Table 3.3. Internal Consultations: Primary Planning & Management, 2016-2019

Primary Planning & Management

Meeting/Engagement Years Frequency

Title & Type ‘16 ‘17 ‘18 W F M Q Y AR SAT Meetings Management, analysis, advocacy √ √ √ - - √ - - - Internal Application Review External Guests: Macquarie & Oxford VC’s Gender Equality Committee Standing report Ongoing advice/guidance √ √ √ - - - √ - - Executive proposal (EDWPs) Application review, commitment, approval DVC-A Professor Denise Kirkpatrick Strategic advice/guidance √ √ √ - - √ - - - Organisational support Application review, commitment, approval DVC-S&P Professor Sharon Bell Advisor, key gender equity advocate Strategic advice/guidance - √ √ - - - - - √ Organisational support Application review DVC R&I Professor Deborah Sweeney Advisor, key gender equity advocate - - √ - √ - - - - Strategic advice/guidance Organisational support Director OED Professor Sev Ozdowski AM Strategic coordination Substantial support/expertise √ √ √ √ - - - - - Intersectionality advisor Application review, commitment, approval PVC Aboriginal and Torres Strait Islander Leadership & Engagement Professor Lisa Pulver Jackson First Peoples advisor √ √ √ - - √ - - - Strategic advice/guidance Application review SWAG Consultations Data collection, analysis, synthesis √ √ √ - √ - - - - Data protocol development Internal consultations: REDI, OATSIEE, OED, OHR, OQP, TLD Deans & Directors Consultations EDWPs approval - - √ - - - - - √ Action Plan review, commitment, approval University Work Plan Committee - - √ - - - - - √ EDWPs workload compensation Senior Executive Committee EDWPs approval - - √ - - √ - - - Strategic advice, guidance and oversight Academic Senate - - √ - - - - - √ Action Plan consultation and feedback Senior Female STEMM Action Advisors Deputy Dean (SCEM) Professor Kerry London Emeritus Professor Jan Conroy - √ √ - - - - - √ Emeritus Professor Elizabeth Deane Emeritus Professor Beryl Hesketh Legend: W = Weekly; F = Fortnightly; M = Monthly; Q = Quarterly; Y = Yearly; AR = As Required

Table 3.4. Internal Consultations: Staff Surveys, Interviews & Focus Groups, 2016-2019

Staff Surveys, Interviews & Focus Groups

Engagement Purpose Years Open Respondents

Surveys Focus / Details ‘17 ‘18 Days RR* F STEMM n Flexible Work, Family Review work culture/practice around flexible Responsibilities work entitlements. √ - 14 26% 70% 23% 615 all staff coordinated by OED STEMM Induction Evaluate induction effectiveness all new staff √ - 14 27% 73% 100% 40 coordinated by Induction SWAG funded by VC-GEF Parental Leave Investigate staff experiences of Parental Leave staff who accessed PL 2012-2017 √ √ 2x 21 46% 70% 34% 139 coordinated by PL SWAG funded by VC-GEF MyVoice for Continuing Assess staff perceptions/experiences of and Fixed-Term Staff organisational culture coordinated by TLD - √ 14 87% 57% 27% 2,254 analysis by Organisational Culture SWAG MyVoice for Sessional Assess sessional staff Academics perceptions/experiences of organisational culture - √ 14 29% 58% 42% 344 coordinated by TLD analysis by Organisational Culture SWAG Focus Groups & Focus / Details ‘17 ‘18 Days RR* F STEMM n Interviews Parental Leave Further investigate staff experiences of Interviews Parental Leave coordinated by SoB researchers - √ 10 - 90% - 10 funded by VC-GEF

MyVoice Focus Groups Staff recommendations for improvement in for Continuing and areas identified by 2018 MyVoice Fixed-Term Staff x 7 coordinated by TLD - √ 7 - 72% - 121 analysis by Organisational Culture SWAG MyVoice Focus Groups Sessional academic staff recommendations for Sessional Staff for improvement in areas identified by 2018 MyVoice - √ 7 - 73% - 40 coordinated by TLD analysis by Organisational Culture SWAG Total Staff Responses to Surveys, Interviews & Focus Groups 61% 29% 3,563 Legend: W = Weekly; F = Fortnightly; M = Monthly; Q = Quarterly; Y = Yearly; AR = As Required *RR = Response Rate, survey respondents as proportion of total pool of target participants.

Table 3.5. SAGE Internal Consultations: Broad Staff Engagement, 2016-2019

Broad Staff Engagement

Engagement Activity Years Frequency Audience

Title & Type ‘16 ‘17 ‘18 Q Y AR Total SAGE Launch Executive Director SAGE SAGE-AL √ √ √ - - √ 120+ Various WSU STEMM speakers Bankstown, Campbelltown, Hawkesbury and Parramatta South campuses Gender Equality Matters (Video) VC and DVC-A feature - √ √ - - √ - Distributed via VC direct email to staff and shown at all SAGE events Gender UNLIMITED* Seminar Series 21 internal speakers (below) + 15 external speakers (listed at Table 3.6) Series Convenor SAGE-PO Pilot, “Gender in the Workplace”: keynote Emeritus Prof Elizabeth Deane; Chair SoE; speakers from SSAP, TLD, SAGE; panellists from SoE, SoB, SSAP & OED. #1, “Preventing Gendered Violence in the Workplace”: VC Launch; DVC-A Chair; - √ √ √ - - 150+ panellists from SSAP. #2, “Gender Equality in Higher Education”: keynote DVC-S&P Prof Sharon Bell; DVC- R&I Chair; speakers from Respect. Now. Always, Engaged Parents Network, and VC- GEF researchers. #3, “Engaging Communities”, Director OED Chair Gender UNLIMITED* Network Subscription email service for interested WSU staff, distributing news, events and - - √ √ - - 100+ opportunities in gender equity New Staff Orientation √ √ √ √ - - 370+ Formal presentations on SAGE, Ally + OATSIEE School of Science and Health Staff Forum √ √ √ - √ - 300+ Formal presentations by SAGE and OED Professional Staff Conference GE promotion, including SAGE √ √ √ - √ - 250+ Professional Staff Speed Mentoring Senior Women’s Conference - - √ - √ - 95+ Formal panel presentation by SAGE rep DVC-A Aboriginal and Torres Strait Islander Network Conference - - √ - √ - 70 Formal SAGE presentation International Women’s Day Breakfast - - √ - √ - 70+ SAGE-AL keynote, “Gender UNLIMITED* at WSU: The SAGE Journey” Engaged Parents Network - - √ √ - - 30+ Consultation and formal presentations E-MCR Seminar - - √ - - √ 30+ “Me too” SAGE Presentation by Executive Director HR Total Staff Engagement at SAGE Advocacy Events 1,585+

Legend: Q = Quarterly; Y = Yearly; AR = As Required

Table 3.6. SAGE External Consultations: National & International, 2016-2019

External Consultations: National & International

Meeting/Consultation Years Frequency

National ‘16 ‘17 ‘18 W F M Q Y AR Gender UNLIMITED* Seminar Series 15 external speakers (below) + 21 internal (listed at Table 3.5) Industry reps, NGOs, community organisations, external academics invited speakers Pilot, “Gender Equality in the Workplace”: panellist SAGE National rep. #1, “Preventing Gendered Violence in the Workplace”: keynote Ms - √ √ - - - √ - - Libby Lloyd AM; panellists Our Watch and White Ribbon Australia. #2, “Gender Equity in Higher Education”: panellists UNSW, Macquarie, Canberra and Sydney Universities reps. #3, “Engaging Communities”: keynote Prof Nareen Young; panellists Pride in Diversity, Jumbunna Institute UTS, NSW Refugee Health Service and Western Sydney Women reps. 150+ staff & community audience NSW Regional SAGE Network Meetings & Workshops Regional coordination, advice/guidance √ √ √ - - √ - - - WSU meeting host May 2018 WSU workshop host Feb 2018 SPANN Meetings Shared project planning, resources, best-practice √ √ √ - - √ - - - WSU host May 2018 SAGE Symposium SAGE-PO attendance - √ √ - - - - √ - Superstars Workshop Informal Partnerships: Local Universities - √ √ - - √ - - - Macquarie, Sydney & Canberra Universities IRU SAGE Forum - - √ - - - - - √ Flinders, Griffith, James Cook, La Trobe & Murdoch Universities Cohort 1 Application Reviews ANSTO - - √ - - - - - √ University of Newcastle International ‘16 ‘17 ‘18 W F M Q Y AR Informal Partnerships: UK Universities Universities of Glasgow, Birmingham & Middlesex √ √ √ - - - - √ - SAGE-AL liaison/best-practice Gender STEMM Conference - √ √ - - - - - √ SAGE-AL attendance UK Consultant - √ √ - - - - - √ Application review Legend: W = Weekly; F = Fortnightly; M = Monthly; Q = Quarterly; Y = Yearly; AR = As Required

(iii) Plans for the future of the self-assessment team

WSU’s SAGE-SAT plays a pivotal role in advancing gender equity objectives and will be appropriately resourced and formally structured to ensure continued stability, retained expertise, and ongoing quality leadership into the future. The SAT ToR will be revised to retain momentum after submission for efficient and effective delivery of the SAGE-ASAP. Membership will be capped at 25 and term limits will enable succession planning (Action 1.1). Deans/Directors of Academic Units will be reallocated to key roles in newly established local Equity & Diversity Working Parties (Action 1.2, see also Section 5.4(xii)).

SAGE data collection and analysis will be streamlined (Action 1.3) and SAT will perform relevant in-depth, comparative staff experience studies (Action 1.4). SAT will work with stakeholders responsible for action implementation, monitor progress toward SAGE-ASAP objectives and continue quarterly reporting to VC-GEC. Annual reporting to Executive and BoT will be instituted (Actions 1.2 & 1.6).

ACTION SUMMARY – Section 3. Self-Assessment Team (iii) Plans for the future Issues Arising Actions SAT membership should be formalised and Action 1.1 maintained, with succession planning built Maintain and embed SAT leadership and expertise. in to its framework. Revise SAT ToR, formalise SAT membership, provide centralised funding for key roles and workload compensation for participating academics. Institute SAT succession planning. SAT should keep close contact with and Action 1.2 provide guidance for key stakeholders Develop and implement institutional structure to ensure effective responsible for SAGE-ASAP delivery of SAGE-ASAP objectives. implementation. Establish highly-trained Equity & Diversity Working Parties (EDWPs) within all academic units, with Deans/Directors as leads. Progress toward SAGE-ASAP objectives Action 1.3 should be closely monitored by the SAT, Streamline SAGE data management processes. with realignment toward objectives as Centralised data collection and analysis will be coordinated by OQP to necessary. provide all stakeholders with annual top-level and local level gender parity tracking data. New procedures will be developed to capture data not currently collected. Action 1.4 Collect and analyse organisational and staff experience data. SAT will undertake ongoing collection of data regarding organisational culture, including biannual MyVoice evaluations and a series of comparative studies benchmarked against recent SAGE work where possible. Action 1.6 Institute annual reporting on gender parity data. SAT will be responsible for monitoring SAGE-ASAP progress. VC-GEC approval will be required for substantial changes. EDWPs will submit annual reports for oversight, and SAT to provide synthesised annual reports to VC-GEC, Executive and BoT.

4. A PICTURE OF THE INSTITUTION

4.1. Academic and Research Staff Data

(i) Academic and research staff by grade and gender

Across WSU (Figure 4.1 & Figure 4.2): Somewhat more As and Bs and slightly more Ds are women Women are marginally below parity at C Significantly less Es are female However, benchmarking 2016 Universities Australia reporting ranks WSU as having the second- highest proportion of female Ds and sixth-highest representation of female Es in the country (Figure 4.3 & Figure 4.4).

In Non-STEMM (Figure 4.5 & Figure 4.6): Far greater proportions of Ds are female Far greater proportions of Es are male All other levels at or above parity Increased female proportions at A (+9%) and C (+7%).

In STEMM (Figure 4.7 & Figure 4.8): Greater proportions of As and Bs are female Greater proportions of Cs or higher are male Greatest disparity is at E, where women remain roughly 17% below parity No significant shifts over time Greatest STEMM/non-STEMM disparity for females is at D, with STEMM less than 50% of non-STEMM female proportions

STEMM disciplines have low female representation at C and above. To grow female proportions at senior levels requires a long-term strategy, with priority attention first paid to strengthening ECA/ECR capacity, empowering Cs to progress, building leadership potential among Ds, and affirmative recruitment strategies at C-E.

Figure 4.1. Proportion of Female WSU Academic Staff (FTE) by Grade, 2015-2017

70%

60%

50%

40%

30%

20% Proprtion of Staff FTE (%) FTE Staff of Proprtion

10%

69 155 139 85 37 72 161 147 87 43 73 139 141 79 85 0% ABCDEABCDEABCDE 2015 2016 2017

Figure 4.2. WSU Academic Staff (FTE) by Grade and Gender, 2015-2017

80%

70%

60%

50%

40%

30%

20% ABCDE

Female 2015 Female 2016 Female 2017 Male 2015 Male 2016 Male 2017

Figure 4.3. Representation of Female Academic Staff at Level D (UA, 2016, p.14)

Figure 4.4. Representation of Female Academic Staff at Level E (UA, 2016, p.15)

Figure 4.5. Proportion of Female Non-STEMM Academic Staff (FTE) by Grade, 2015-2017

70%

60%

50%

40%

30%

20% Proportion of Staff FTE (%) FTE Staff of Proportion

10%

17 85 78 52 14 16 84 86 51 19 15 73 84 50 17 0% ABCDEABCDEABCDE 2015 2016 2017

Figure 4.6. Non-STEMM Academic Staff (FTE) by Grade and Gender, 2015-2017

80%

70%

60%

50%

40%

30%

20% ABCDE

Female 2015 Female 2016 Female 2017 Male 2015 Male 2016 Male 2017

Figure 4.7. Proportion of Female STEMM Academic Staff (FTE) by Grade, 2015-2017

70%

60%

50%

40%

30%

20% Proportion of Staff FTE (%) FTE Staff of Proportion

10%

51 65 58 33 21 56 72 58 35 23 58 65 54 31 23 0% ABCDEABCDEABCDE 2015 2016 2017

Figure 4.8. STEMM Academic Staff (FTE) by Grade and Gender, 2015-2017

80%

70%

60%

50%

40%

30%

20% ABCDE

Female 2015 Female 2016 Female 2017 Male 2015 Male 2016 Male 2017

Intra-STEMM comparisons by Academic Unit, 2015–2017

SCEM (Figure 4.9): Low overall female representation, reflecting a known pre-pipeline bias (14% SCEM students are female, Table 2.3, Actions 3.1 & 3.2). Female distribution across academic levels is positively skewed towards levels C & D. There are no E females. Increasing female As (+1.3FTE) and Bs (+0.5FTE), decreasing female Ds (-2.0FTE). Increasing male Cs (+5.8FTE) and Es (+3.5FTE). Priority: foster pre-Pipeline, employ Bs, progress Cs/Ds (Action 1.2). Figure 4.9. SCEM Academic Staff (FTE) by Gender and Grade, 2015-2017 40

15 Number of Staff (#)

6143178346247 71731683962201419 3 13 8 34 6 26 0 0 10 12 0 FMFMFMFMFM ABCDE

2015 2016 2017

SoM (Figure 4.10): Figures include project-based academics working in hospitals and otherwise off-site. Strong female representation at C, limited representation at D. Large increase female As (+6.6FTE), small increase female Bs (+2.3FTE). Moderate increase male Bs (+3.1FTE), fluctuation at other levels. Priority: progress Cs (Action 1.2).

Figure 4.10. SoM Academic Staff (FTE) by Gender and Grade, 2015-2017 40

15 Number of Staff (#)

64731511376138 137 510 106 616 1611 112 210 96 513 13 0 FMFMFMFMFM ABCDE

2015 2016 2017

SNM (Figure 4.11): Highly feminised, reflecting known pre-pipeline problem for males (17% SNM students are male; Table 2.3, Action 3.1). Heavy weighting for females at lower levels: all As are female and highest representation is B. Highest male representation is C, low male representation at senior levels. Females plateaued or decreasing at all levels, except E (+2.0FTE). Small decrease male Bs (-1.0FTE) and Cs (-2.0FTE). Priority: progress Bs (Action 1.2). Figure 4.11. SNM Academic Staff (FTE) by Gender and Grade, 2015-2017 40

15 Number of Staff (#)

21 21160 0 030 33 29 45 4 1412 11 87 6 11 10 101 1 15 7 70 0 0 0 FMFMFMFMFM ABCDE

2015 2016 2017

SSH (Figure 4.12): Female representation weighted at B and C, low numbers at senior levels. Male representation weighted at C, strong representation at senior levels. Minor fluctuations at female Bs and Cs. Decreasing male Bs (-4.0FTE), increases for male As and Cs (3.0FTE). Priority: progress B/Cs (Action 1.2).

Figure 4.12. SSH Academic Staff (FTE) by Gender and Grade, 2015-2017 40

15 Number of Staff (#)

2520191929917492 28181517321017497 21 17 20 32 12 15 4 9 0 FMFMFMFMFM ABCDE

2015 2016 2017

STEMM-RIs (Figure 4.13): Strongest staff representation is at A for both females and males, reflecting heavy concentration of fixed-term postdoctoral researchers funded by external grants. Low female representation at C and E, but equal representation for female Ds. Greater proportions of Es are male. Increasing female As (+3.4FTE). Decreasing male Bs (-3.0FTE) and Cs (-4.0FTE). Priority: progress As, employ Cs (Action 1.2). Figure 4.13. STEMM-RIs Academic Staff (FTE) by Gender and Grade, 2015-2017 40

15 Number of Staff (#)

1618 20 2123 22 56 6 1213 9 22 2 129 8 43 3 33 5 55 6 10 11 11 0 FMFMFMFMFM ABCDE

2015 2016 2017

ACTION SUMMARY – Section 4.1. Academic and Research Staff Data (i) Academic and Research Staff by Grade and Gender Issues Arising Actions Gender equity priorities identified Action 1.2 within STEMM Academic Units: Develop and implement institutional structure to ensure SCEM: foster pre-pipeline, employ effective delivery of SAGE-ASAP objectives. A/Bs, progress Cs Component 1.2.2. EDWPs to determine systemic causes for SoM: progress Cs female progression disruption at GE priority areas and identify SNM: progress Bs SAGE-ASAP actions for priority implementation in their local SSH: progress B/Cs contexts. STEMM-RIs: progress As, employ Cs. Gender imbalanced pipeline: SCEM is Action 3.1 heavily male dominated, SNM is highly Develop and implement sustained pre-pipeline STEMM feminised. engagement. Staff in SoE, SCEM and SNM to devise specified engagement strategies to raise aspiration for female participation in STEMM, females in SCEM, and males in SNM. Three distinct projects, including InFuse: Increasing Female Uptake in STEMM Education and Women in the Built Environment (WiBE). Action 3.2 Engage STEMM student body in SAGE activity and increase visibility of role models for female students in SCEM. Increase student input into SAGE activity by engaging with student representative associations. Develop female collegiality in SCEM with HDR speed mentoring, WiBE role modelling, and Women of Wisdom (WoW) peer support.

(ii) Academic and research staff on fixed-term, open-ended/permanent and casual contracts by gender

Across WSU (Figure 4.14 & Figure 4.15): Females are engaged in continuing employment at similar rates or higher than males across all grades (Figure 4.15) More staff are employed in continuing positions rather than fixed-term except at A, where both females and males are employed more often on fixed-term contract (Figure 4.15) Approximately two-thirds of casual academic FTE is filled by women (Figure 4.14).

In non-STEMM (Figure 4.14): Female share of casual and fixed-term academic work has increased over the period. Somewhat more females are employed in continuing positions than males.

In STEMM (Figure 4.16 & Figure 4.17): In SCEM, SSH and STEMM-RIs, the proportion of females in continuing positions is comparable to those on fixed-term contracts (Figure 4.16)

High rates of fixed-term staff in SoM and STEMM-RIs reflects volume of postdoctoral researchers and project-based academics attached to externally funded grants. SoM fixed-term contracts rose significantly over the period, primarily due to new project- based appointments (Figure 4.16) Almost all males in SNM are employed on a continuing basis (Figure 4.16) All Schools except SCEM see the vast majority of casual FTE performed by women (Figure 4.17).

Precarious work is of concern for female STEMM sessionals, highlighting need for increased job security (Action 3.3) and for meaningful casual career development (see Section 5.2(iii)).

Figure 4.14. Academic Staff (FTE) Gender Balance by Contract Type, 2015-2017

100% 169 171 165 135 134 125 391 405 386 64 65 70 80 89 82 215 221 224 100 99 91 46 35 30 174183160 90%

80%

70%

60%

50%

40%

30% Proportion of Staff FTE (%) FTE Staff of Proportion 20%

10% 314 313 349 117 118 122 382 404 366 127 128 156 69 75 77 161 173 156 180 179 186 39 3836212224207 0% 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 Casual Fixed-Term Continuing Casual Fixed-Term Continuing Casual Fixed-Term Continuing WSU STEMM Non-STEMM

Female Male Female Male Female Male

Figure 4.15. WSU Continuing and Fixed-Term Academic Staff (FTE) by Grade, 2015-2017

100% 44 41 44 43 51 45 27 34 28 29 28 17 20 18 21 15 11 16 7 5 10 7 7 6 2 64161315 90%

80%

70%

60%

50%

40%

30% proportion of Staff FTE (%) 20%

10% 24 31 29 15 17 15 123 123 110 86 88 85 115 126 117 157 158 143 77 81 71 69 76 72 34 36 36 63 65 69 0% 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 Female Male Female Male Female Male Female Male Female Male ABCDE

Continuing Fixed-Term

Figure 4.16. STEMM Staff (FTE) by Academic Unit and Contract Type, 2015-2017

100% 1 22 23 24 14 20 16 9109343633 14 12 4 90% 16 6 5

4 80% 4 5 13 11 13 70% 22 32 73 27 73 75 60%

22 24 25 50% 80 84 86 40% 25 28 28 30% Proportion of Staff FTE (%) FTE Staff of Proportion 26 25 26 20%

10%

19 19 19 16 16 15 67 71 63 48 54 47 12 13 13 0% 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 SCEM SoM SNM SSH RIs Continuing Female Continuing Male Fixed-Term Female Fixed-Term Male

Figure 4.17. Proportion of STEMM Casual (FTE) by Academic Unit, 2015-2017

100% 30 33 40 2 2 2 4 4 4 27 26 23 0.1 0.4 1.1 90%

80%

70%

60%

50%

40%

30% Proportion of Casual FTE (%) FTE Casual of Proportion 20%

10%

10 9 16 5 3 4 72 74 85 40 41 45 1 2 5 0% 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 SCEM SoM SNM SSH RIs

Casual Female Casual Male

ACTION SUMMARY – Section 4.1. A Picture of the Institution (ii) Academic and Research Staff on Fixed-Term, Permanent and Casual Contracts by Gender Issues Arising Actions The vast majority of casual FTE in Action 3.3. STEMM is performed by women. Increase recognition and support career development for casual staff. Components 3.3.1. and 3.3.2. Convert casual employees to fixed- term positions. Advertise all STEMM level A positions internally, with casuals eligible to apply.

(iii) Academic staff by contract function and gender

Across WSU (Table 4.1 & Table 4.2): The vast majority of staff engage in teaching and research. Only 25% of STEMM and 14% of non-STEMM females are engaged in research-only or teaching-only work. STEMM holds a higher proportion of research-only staff than non-STEMM, especially at A.

Across STEMM (Table 4.2): Females are research-only at similar to proportions to males (Table 4.2). Most female As are research-only postdocs (mostly employed in STEMM-RIs, Figure 4.22), but more male As are research-only. SoM (Figure 4.19) saw strong improvements in 2017, tripling its research-only female As in 2016. More female Ds and Es are research-only. Higher proportions of females are teaching-only than either STEMM males (Table 4.2) or non-STEMM females (Table 4.1). Most female teaching-only As belong to SNM (Figure 4.20), the majority of whom were converted from casual to fixed-term in 2015 (Action 2.11). Overall, female A teaching-only proportions decreased in 2017. Despite low overall numbers in SCEM (Figure 4.18), strong improvements are seen for female As in 2017: most are research-only and there are fewer teaching-only females than males. However, all teaching-only Level Bs are female.

Academic work function across STEMM shows positive trends to support female career progression, especially for ECA/ECRs. However, SCEM Level B female teaching-only positions pose considerable risks for career advancement (Action 2.11).

Table 4.1. Non-STEMM Academic Staff Work Function, 2015-2017

Non-STEMM Academic Staff Work Function (FTE), 2015-2017

Teaching & Research Research Only Teaching Only Other

2015 2016 2017 Av % 2015 2016 2017 Av % 2015 2016 2017 Av % 2015 2016 2017 Av %

F 8.0 9.4 9.6 56% 1.0 1.0 2.0 8% 8.1 5.9 3.5 36% 0.0 0.0 0.0 0% A M 8.0 8.4 6.4 65% 2.0 2.5 0.4 14% 3.8 1.8 1.8 21% 0.0 0.0 0.0 0% F 80.9 76.4 59.5 90% 2.0 2.0 4.5 4% 2.0 4.9 8.0 6% 0.0 1.0 0.5 1% B M 52.4 50.2 40.6 82% 2.0 3.0 3.6 5% 5.6 8.4 8.0 13% 0.0 1.0 0.0 1% F 66.2 74.1 69.3 85% 5.6 7.0 6.8 8% 5.0 4.0 6.9 6% 1.0 1.0 1.0 1% C M 78.4 76.0 61.0 99% 0.0 0.0 0.0 0% 0.0 0.0 2.0 1% 0.0 0.0 0.0 0% F 50.8 49.4 46.9 96% 1.0 1.0 2.2 3% 0.0 1.0 1.0 1% 0.0 0.0 0.0 0% D M 22.0 25.4 23.5 95% 0.0 0.0 0.0 0% 0.0 0.0 0.0 0% 1.0 2.0 1.0 5% F 10.1 15.3 13.4 77% 4.3 3.8 3.8 23% 0.0 0.0 0.0 0% 0.0 0.0 0.0 0% E M 32.4 30.1 32.1 90% 3.0 2.0 2.0 7% 0.0 0.0 0.0 0% 1.0 1.0 1.0 3%

Non-STEMM F 216.0 224.6 198.7 86% 13.9 14.8 19.3 6% 15.1 15.8 19.4 7% 1.0 2.0 1.5 1% Totals M 193.2 190.1 163.6 90% 7.0 7.5 6.0 3% 9.4 10.2 11.8 4% 2.0 4.0 2.0 1%

Table 4.2. STEMM Academic Staff Work Function, 2015-2017

STEMM Academic Staff Work Function (FTE), 2015-2017

Teaching & Research Research Only Teaching Only Other

2015 2016 2017 Av % 2015 2016 2017 Av % 2015 2016 2017 Av % 2015 2016 2017 Av %

F 9.1 8.5 9.1 16% 19.4 23.0 29.8 44% 22.4 24.3 18.7 40% 0.0 0.0 0.0 0% A M 15.0 12.9 11.1 26% 29.2 36.8 35.4 67% 0.0 4.8 5.0 7% 0.0 0.5 0.0 0% F 59.1 64.0 58.0 89% 5.0 7.0 5.0 8% 1.2 1.4 2.3 2% 0.0 0.0 0.0 0% B M 48.2 43.2 39.2 83% 5.5 8.6 7.6 14% 1.0 2.0 3.0 4% 0.0 0.0 0.0 0% F 55.5 55.1 51.0 95% 1.5 1.3 3.0 3% 0.6 0.6 0.0 1% 0.0 0.7 0.0 0% C M 86.8 89.7 92.1 95% 5.1 2.1 2.0 3% 0.0 0.0 2.0 1% 1.0 1.0 0.0 1% F 32.7 32.8 29.8 97% 0.0 0.0 0.0 0% 0.0 0.0 0.0 0% 0.0 2.0 1.0 3% D M 50.4 51.5 50.5 94% 2.0 4.0 3.0 6% 0.0 0.0 0.0 0% 0.0 0.0 0.0 0% F 17.8 18.8 17.8 82% 3.0 3.0 3.0 14% 0.0 0.0 0.0 0% 0.0 1.0 2.0 5% E M 41.6 41.2 42.6 92% 0.0 1.5 2.9 3% 0.0 0.0 0.0 0% 1.4 2.4 3.0 5%

STEMM F 174.2 179.2 165.7 74% 28.9 34.3 40.8 15% 24.2 26.3 21.0 10% 0.0 3.7 3.0 1% Totals M 242.0 238.5 235.5 81% 41.8 53.0 50.9 16% 1.0 6.8 10.0 3% 2.4 3.9 3.0 1%

Figure 4.18. SCEM Academic Work Function by Level, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 3 3 7 7

A 2016 4 3 4 11 4

2017 1 5 2 3 10 4

2015 1 1 17

B 2016 2 1 13

2017 1 2 15 1

2015 8 33 1 1

C 2016 8 33 1 1

2017 8 38 1

2015 6 23 1

D 2016 6 25 1

2017 6 21 1

2015 10

E 2016 10 2

2017 11 2 1

Female Teaching & Research Female Research Only Female Teaching Only Female Other Male Teaching & Research Male Research Only Male Teaching Only Male Other

Figure 4.19. SoM Academic Work Function by Level, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 3 1 2 2 2

A 2016 5 2 2 2 3 1 1 2017 5 6 2 2 1 1 2015 4 3 2 1

B 2016 6 4 1 4 1 1 2017 7 2 1 4 1 1 2015 13 1 1 11 1

C 2016 15 1 1 11 2017 14 2 11 2015 3 7

D 2016 2 8 2 2017 2 8 1 2015 6 13 1

E 2016 6 13 1 2017 4 1 13

Female Teaching & Research Female Research Only Female Teaching Only Female Other Male Teaching & Research Male Research Only Male Teaching Only Male Other

Figure 4.20. SNM Academic Work Function by Level, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 3 18

A 2016 1 20 2017 1 15 2015 30 4

B 2016 33 1 5 2017 28 1 4 2015 14 7 1

C 2016 12 6 1 2017 11 5 1 2015 11 1

D 2016 8 2 1 2017 9 1 1 2015 5

E 2016 6 1 2017 6 1

Female Teaching & Research Female Research Only Female Teaching Only Female Other Male Teaching & Research Male Research Only Male Teaching Only Male Other

Figure 4.21. SSH Academic Work Function by Level, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 2 3 2 1

A 2016 2 3 4 2017 2 4 4 2015 20 17 1 1

B 2016 21 15 1 1 2017 18 12 1 2015 19 1 28 1

C 2016 20 1 31 1 1 2017 17 1 31 2015 9 17

D 2016 12 15 2017 10 17 2015 4 9

E 2016 4 9 2017 4 9

Female Teaching & Research Female Research Only Female Teaching Only Female Other Male Teaching & Research Male Research Only Male Teaching Only Male Other

Figure 4.22. STEMM-RIs Academic Work Function by Level, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 1 15 3 18

A 2016 1 17 4 19 2017 20 2 20 2015 3 2 8 4

B 2016 3 3 6 7 2017 4 2 4 5 2015 2 9 3

C 2016 1 1 9 2017 1 1 7 1 2015 4 2 1

D 2016 5 2 1 2017 3 4 1 2015 3 3 9 1

E 2016 3 3 9 2 2017 4 3 9 1 2

Female Teaching & Research Female Research Only Female Teaching Only Female Other Male Teaching & Research Male Research Only Male Teaching Only Male Other

ACTION SUMMARY – Section 4.1. A Picture of the Institution (ii) Academic Staff by Contract Function and Gender Issues Arising Actions All SCEM level B teaching-only staff Action 2.11 are female. All SNM level A teaching- Rectify SCEM Level B and SNM Level A teaching-only only staff are female. gender imbalance. Transition SCEM Level B and SNM Level A teaching-only female staff to mainstream academic positons.

(iv) Academic leavers by grade and gender

Across WSU: 2016 saw a spike in academic staff attrition due to an Early Voluntary Retirement (EVR) scheme and higher-than-usual non-renewal of fixed-term academic contracts. Almost twice the average number of WSU staff departed, with males and female affected in comparable proportions (Figure 4.23). Proportional staff attrition by gender varied each year (Figure 4.23) with the primary reason typically resignation, followed by end of contract and retirement (Figure 4.24).

In STEMM: 2017 saw a drop in the proportion of female STEMM academic departures (Figure 4.23).

More females retired than males, with similar proportions of other leave reasons (Figure 4.24) Level As and Bs see the highest attrition rates, particularly fixed-term staff who depart due to end of contract (Figure 4.25 & Figure 4.26).

Level As and Bs departing due to end of contract are likely to be postdoctoral appointments progressing to opportunities elsewhere. However, while staff are offered exit surveys, completions rates are low (~11%) and leave reasons cannot be investigated further without more comprehensive data (Action 1.3).

Figure 4.23. Academic Staff Attrition, 2015–2017

20 Number of Staff (#)

3220 47 47 26 43 20 24 57 54 25 30 0 2015 2016 2017 2015 2016 2017 STEMM Non-STEMM

FemaleMale Female Male

Figure 4.24. Leave Reasons by Gender, 2015-2017

100% 90% 80% 70% 11 60% 34 49 45 37 33 50% 40% 30%

Proportion of Leavers (#) Leavers of Proportion 20% 10% 46 42 17 33 38 30 0% Resignation End of Retirement Resignation End of Retirement Contract Contract STEMM Non-STEMM

FemaleMale Female Male

Figure 4.25. Academic Staff Attrition by Grade and Contract Type, 2015-2017

50 3 45

40 23 3 35 19

30 18 21 25 17 20 12 11

Number of staff (#) 1 15 3 4 8 8 7 7 10 7 1 5 5 36 46 16 11 8 9 66151419137957774 0 2 FMFMFMFMFMFMFMFMFMFM ABCDEABCDE STEMM Non-STEMM

Fixed-Term Continuing Fixed-Term Continuing

Figure 4.26. Fixed-Term Staff Leave Reasons by Gender and Grade, 2015-2017

100% 12 18 4 4 2 4 4 4 3 2 2 3 5 0 34111 90%

80%

70%

60%

50%

40%

30% Proportion of Leavers (%) Leavers of Proportion

20%

10% 24 28 12 7 6 5 00011312168651524 0% FMFMFMFMFMFMFMFMFMFM ABCDEABCDE STEMM Non-STEMM

End of contract Resignation End of contract Resignation

ACTION SUMMARY – Section 4.1. Academic and Research Staff Data (iv) Academic Leavers Issues Arising Actions No comprehensive exit survey data is Action 1.3. available, which impedes efforts to Streamline SAGE data management processes. determine whether there are matters Component 1.3.2. Redesign exit procedure to capture detailed for concern within staff attrition staff leave reasons by gender. patterns.

(v) Equal Pay

WSU saw a reduction in the total remuneration Pay Equity Gap from 17.3% in 2017 to 15.5% in 2018. Data is calculated according to WGEA recommendations and excludes the Vice-Chancellor from analysis.3

All positions under ASAs or PSAs are subject to pre-determined, standardised remunerations by Level and Step. Most commencing staff begin at Step 1 of the advertised Level and all staff receive standardised salary increases. Total remuneration includes all packaged salary, superannuation, allowance and overtime payments. Gaps can be affected by differential starting levels, allowances attached to position types, temporary appointments to “Higher Duties”, and by senior staff appointments. Senior staff positions are not classified under the ASA/PSA and are subject to greater variability.

Detailed analyses of base pay and total remunerations shows a total academic pay gap of 8.6% ( Figure 4.27), however no significant (≥5%) gaps exist within levels, except for Senior Academics, where pay disparity favours female staff. Increased disparities between base pay and total remuneration at Level C and D are most likely due to higher proportions of male staff acting in higher duties.

Professional staff (Figure 4.28) see an overall pay gap of 10.9%, however significant gaps (≥5%) only occur at the highest levels: HEW 9, 10 and Senior Professionals. For HEW 9 and 10, total remuneration gaps are significantly higher than base pay gaps (all HEW 10s have since been converted to Senior). For Senior Professionals, total remuneration gaps are somewhat lower than base pay gaps (Action 1.3).

Addressing pay equity gaps is a key goal of WSU’s GE-Strategy and the VC-GEC continues to review pay equity data regularly. Identified areas for improving pay equity gaps at WSU include:

1. addressing potential bias in recruitment (see Section 5.1(i)) 2. succession planning for female leadership (see Section 5.4(iv-v)) 3. sustaining career progression by delivering equitable practice in the management of parental leave, return to work, and flexible work requirements (see Section 5.3).

ACTION SUMMARY – Section 4.1. Academic and Research Staff Data (v) Equal Pay Issues Arising Actions Further investigation is required to Action 1.3 determine factors influencing Streamline SAGE data management processes. significant (≥5%) pay equity gaps at Component 1.3.1. Improved capture of staff data to include pay HEW 9 and among Senior equity data for new recruit starting increments for HEW 9 and Professionals. Senior Professionals by gender.

3 WGEA (2018) Australia’s Gender Pay Gap Statistics. Available at: https://www.wgea.gov.au/sites/default/files/gender-pay-gap- statistic.pdf

Figure 4.27. Academic Staff Base Pay and Total Remuneration Pay Equity Gap, 2018

4 3.8 3.2 3 2.2 2 1.7 1.2 1.2 0.9 1 1 0.4 0.5 -5.1 -5.1 0

-1

-2

-3

Gender Gender pay gap in favour -4 of men (%)

-5

-6 ABCDESenior

Base Pay Total Remuneration

Figure 4.28. Professional Staff Base Pay and Total Remuneration Pay Equity Gap, 2018

14.0 12.4 12.5 12.0 10.9

10.0

8.0

6.0 5.1 4.2 4.0 2.6 2.6 2.3 2.0 1.5 1.6 1.4 0.7 0.6 Gender Gender pay gap in favour of men (%) -1.3 0.4 -0.4 -1 -0.6 0.0

-2.0 HEW 3 HEW 4 HEW 5 HEW 6 HEW 7 HEW 8 HEW 9 HEW Senior 10

Base Pay Total Remuneration

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS

5.1. Key Career Transition Points: Academic Staff

(i) Recruitment

WSU’s GE-Strategy identifies STEMM as a priority area for improving the representation of females in leadership and senior management and GE-Policy defines recruitment targets for achievement by 2020:

40% female applicant shortlisting (GE-Policy, C23g) 40% female representation in all senior positions (GE-Policy, C35a)

Recruitment data has been closely monitored since 2015, with reports submitted to the Executive and BoT annually. Since 2015, WSU has also adopted several measures to ensure progress toward targets:

Gender equity reviews for all position descriptions via the HAY Job Evaluation Methodology, including three independent assessments (GE-Policy, C23a) Mandated use of gender-neutral terminology in all job advertisements and position descriptions, across selection criteria, and all interview questions (GE-Policy, C22b & C23a) Ongoing research into methods for attracting more female applicants (GE-Policy, C35) Regular review of recruitment processes to eliminate bias (GE-Policy, C22f) Mandated minimum 40% female representation on selection panels (R&S-Policy, C48a) Unconscious bias training for staff participating in recruitment (R&S-Policy, C13) New selection criteria requiring recruits to contribute substantively to gender equity in the workplace (GE-Policy, C24b) Optional diversity questions (gender, age, ethnicity) throughout application processes. A pro-diversity clause added to all advertisements: “WSU is committed to diversity and inclusion. Applications from people of culturally and linguistically diverse backgrounds; equity target groups including women, people with disabilities, people who identify as LGBTIQ; and, people of Aboriginal and Torres Strait Islander descent are encouraged”

Moves to improve rates of female academic recruitment are having impact: females consistently comprise at least 50% of WSU shortlists and offers made, and overall female academic recruitment has risen from 50% in 2015 to 67% in 2017 (Figure 5.1). However, overall impacts are mostly visible in non-STEMM. Despite similar rates of application in STEMM, no consistent improvements appear for shortlists, offers, or recruits in aggregated STEMM data (Figure 5.1). Recruitment data current excludes STEMM-RIs (Action 1.3).

Disaggregated STEMM recruitment data by level demonstrates numerous positive outcomes (Figure 5.2):

Equitable rates of female C applications Overall target 40% female shortlist met for A to D Higher rates of offers made to A-C females than males More B and C females recruited than males and A applicants twice as likely (62.5%) to accept offers of employment than non-STEMM As (31.3%; see also Figure 5.3) Females at all levels are appointed at greater proportions than represented in the original pool of applicants, including for E.

STEMM applicant progression analyses also indicate successes for senior female recruitment:

D females show strong performance relative to males (+12.8% shortlist; +8.8% offer) and comparable rates of offer acceptance (+0.3% recruit) E females show near-equal shortlisting success to males (-1.3%), stronger progression to offer (+20.3%) and slightly higher conversion to recruitment (+4.5%) than males.

Opportunities to improve female STEMM recruitment are also apparent:

Consistently low rates of female applications for Ds and Es, reflecting sector-wide shortages of STEMM senior women (Figure 5.2, Action 2.1). Females at all levels except E are shortlisted at greater proportions than represented in the original pool of applicants. Only E does not meet target 40% female shortlist (Action 2.2). While female C applications approximate those of males (+1.0%) and show strong success at shortlisting (+11.5%), this does not convert to offers made (-9.0%) or offer acceptance (-4.1%) compared with males (Figure 5.2, Action 2.2). Female As are much less likely to accept an offer of employment (-22.6%) than their male counterparts (Figure 5.2, Action 2.1).

STEMM female Es progress to shortlist and Cs progress to offer at less than expected rates. Unconscious bias may be a factor at play in the recruitment process (Action 2.2).

Figure 5.1. New Academic Appointments, 2015-2017: Applications, Shortlists, Offers & Recruits by Gender

100% 1309 241 119 72 1006 296 154 64 788 196 126 18 328 67 41 14 349 99 37 15 255 40 22 9 53710036234891448640307946430

90%

80%

70%

60%

50%

40% Gender Gender balance (%)

30%

20%

10%

978 275 151 75 847 296 165 79 659 217 132 36 266 98 50 26 315 103 57 26 199 63 45 30 421113792839413474382581015831 0% Apps Apps Apps Apps Apps Apps Apps Apps Apps Short Short Short Short Short Short Short Short Short Offers Offers Offers Offers Offers Offers Offers Offers Offers Recruits Recruits Recruits Recruits Recruits Recruits Recruits Recruits Recruits 2015 2016 2017 2015 2016 2017 2015 2016 2017 WSU Non-STEMM STEMM

Female Male Female MaleFemale Male

Figure 5.2. STEMM Schools Recruitment Lifecycle, 2015 -2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

App 346 411 Short 120 101

A Offer 67 53 Recruit 35 40

App 467 514 Short 131 94

B Offer 63 38 Recruit 35 19

App 165 162 Short 77 57

C Offer 50 42 Recruit 17 16

App 71 157 Short 29 44

D Offer 23 31 Recruit 6 8

App 24 89 Short 11 42 E Offer 8 22 Recruit 4 10

Female Male

Figure 5.3. Non-STEMM Schools Recruitment Lifecycle, 2015 - 2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

App 163 209 Short 50 37

A Offer 29 19 Recruit 11 4

App 454 467 Short 153 113

B Offer 92 54 Recruit 55 26

App 62 75 Short 23 17

C Offer 9 10 Recruit 8 1

App 64 112 Short 31 19

D Offer 19 10 Recruit 6 3

App 37 69 Short 7 20 E Offer 3 7 Recruit 2 4

Female Male

ACTION SUMMARY – Section 5.1. Key Career Transition Points: Academic Staff (i) Recruitment Issues Arising Actions Low STEMM female application rates, Action 2.1 especially at Levels D and E. Low rates Actively target female STEMM recruitment in key areas. of offer acceptance for female Level As Intensify research efforts into methods for attracting female and Cs. candidates and apply for anti-discrimination exemption to

actively target females in STEMM recruitment. Develop

Employee Value Proposition with view to increasing female

applicants at A-E and offer acceptance at A and C, and target search for potential Level D and E female applicants. Below-target shortlisting rates at Level Action 2.2 E. Low rates of offer to female C Limit potential impacts of unconscious bias in recruitment. candidates with overall spike in 2015 Convene a Recruitment SWAG. Determine the primary cause offers not maintained. of lesser success for female Level Es at shortlist and low rates of offer for female Cs. Undertake research into innovative recruitment practices that reduce unconscious bias or otherwise impact gender equity. Implement pilot programs. Review and revise as necessary. Executive Director HR to sit on all SCEM recruitment panels. Unconscious bias training required for all Panel Chairs. No detailed recruitment lifecycle data Action 1.3 available for STEMM-RIs Streamline SAGE data management processes.

Component 1.3.1. Improved capture of staff data to include STEMM-RIs recruitment data at application, shortlisting, offers made, and acceptance.

(ii) Induction

New recruits to WSU are welcomed by an online VC video outlining our inclusive vision, and automated HR email alerts for compulsory training, key contacts, and administration. Staff are also required to sign-off on workplace Codes of Conduct.

WSU utilises a comprehensive Induction Plan & Checklist for new employees and supervisors, focused on career development plans. Induction packs are delivered at on-job briefings with supervisors and compulsory online and optional face-to-face orientations. Additional unit- specific processes and online development modules (including teaching and research support) are delivered. STEMM females participate in orientation twice that of others, and all staff are more likely to undertake orientation online (Figure 5.4, Action 2.3).

A small survey of 40 new STEMM staff in 2017 demonstrated broad satisfaction with induction (Figure 5.5), but lower than desirable familiarity with career development opportunities (63%) and existing resources/services (55%; Actions 2.3 & 2.4). Several procedural gaps were also identified: inconsistent application of the Induction Plan & Checklist with no formal mechanism to monitor completion and inefficient automated emails (Action 2.3). 21% of respondents indicated that induction processes need improvement.

Figure 5.4. Academic Staff Orientation Uptake, 2015-2017

Gender Gender balance (%) 10

24981286426503 20 16 12 17 13 11 8 13 4 6 5 1 0 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 Online Face-to-Face Online Face-to-Face Non-STEMM STEMM Female MaleFemale Male

Figure 5.5. New STEMM Staff Satisfaction with Induction Processes, 2017

100%

90%

80%

70%

60%

50%

40%

30% Proportion of Agreement (%) Agreementof Proportion

20%

10% 20 11 19 12 21 9 17 8 15 7 19 11 16 12 18 10 0% FMFMFMFMFMFMFMFM CLEAR EFFECTIVE ASSISTANCE / CAREER RESOURCES / EFFECTIVE INDIVIDUALISED IMPACTFUL GUIDANCE DEVELOPMENT / SERVICES TRAINING INFORMATION DELIVERY ORGANISATIONAL KNOWLEDGE SUPERVISOR SUPPORT

ACTION SUMMARY – Section 5.1. Supporting and Advancing Women’s Careers (ii) Induction Issues Arising Actions Academic induction processes require Action 2.3 some review to improve new staff Refine existing induction processes to greater effect. knowledge of career development and Improve early contact communications with commencing training opportunities and to promote staff and require Induction Plan & Checklist completion data in existing resources and services. local annual reporting. New orientations for new staff to comprise ‘mini-expo’ of staff services and incentivise staff conversations across units. Action 2.4 Increase supports for new STEMM staff work-readiness, with focus on career development. Induction Mentors appointed within all Academic Units, focusing on career development. New Induction Pack for New STEMM Staff designed by SAGE-PO to be distributed to new STEMM staff, including casuals, and employed as resource for induction mentors and a comprehensive guide for supervisor/manager induction content.

(iii) Promotion

Academic Promotions at WSU evaluate achievement in:

a) Teaching and Learning b) Research, Scholarship and Development c) Leadership, Service and Engagement (APP, C15)

Applicants are expected to demonstrate high standards of performance across all three criteria, relative to the Position Classifications. Staff self-identify as promotions-ready, with the guidance of supervisors and senior staff. Achievements are expected within ≥5 years, with allowances offered for documented career breaks. Staff are encouraged to include a personal statement (“equity statement”) where relevant, detailing career impacts of personal circumstances, including family responsibilities, part-time work/career breaks, disability, ill-health, and/or relevant cultural circumstances.

A major review of promotions procedures was undertaken in 2016 with an aim to simplify, improve efficiency, and align promotions processes with the University’s stated values and strategic goals. The review was driven by the input of an external assessor, consultation with staff, electronic submissions, and the contributions of an Academic Promotions Working Party, led by the DVC-A. Effective January 2017, significant changes were made that:

simplified promotions process and allowed any-time submission to increase applications. elevated Leadership, Service and Engagement as a vital component of academic work. instated interviews for all Level D and E applicants to assess commitment to leadership.

centralised responsibility for promotions reviews to a single, well-trained University-wide Academic Promotions Committee (APC), to ensure consistent interpretation of relevant policy and procedures and to minimise bias or disciplinary differences. mandated minimum 40% female representation on APC (GE-Policy, C15) made Director OED a permanent, non-voting APC member, providing equity oversight/guidance and frameworks for understanding applicant “achievement relative to opportunity”.

Staff application for promotion is supported by comprehensive annual workshops, which include specialist advice from the DVC-A, DVC-R&I and PVC-LT with written and recorded online materials. A large, formally constituted, STEMM-weighted cohort of volunteer Promotions Mentors is available (Table 5.1).

Table 5.1. Academic Promotions Mentors, 2017

Academic Promotion Mentors, 2017

STEMM Non-STEMM

Promotion to Level n % n % B 7 100% 0 0% C 10 55% 8 44% D 18 58% 13 42% E 18 55% 15 45% Total Available 53 60% 36 40%

APC sits triannually to assess applications. 2017 data reflects three rounds conducted after new processes were introduced (Actions 1.4 & 2.9).

Overall numbers of staff applying for promotion rose, from 68 (12% eligible pool) in 2015 to 84 (16% eligible pool) in 2017 (Table 5.2), and there are positive signs that the new process is having effect within STEMM, especially for females. While STEMM females still apply for promotion at lower rates than males (Actions 2.9 & 2.10), the proportion of STEMM female applicants has risen (up 20% of the STEMM pool since 2017, Figure 5.7) and STEMM female applicants at every level at least doubled across the period (Figure 5.8). Most significantly, female STEMM applicants doubled in 2017, overtaking the number of female and male non-STEMM applicants (Figure 5.7) and female E applicants increased by three times the proportion of their eligible pool in 2017 (Figure 5.8). (Significant improvements were also seen for STEMM male Bs and Cs but not within non-STEMM.)

A widespread awareness campaign was conducted throughout 2017 to promote the revised promotions process, resulting in a significant spike in training participation for STEMM females eligible for promotion to C (Figure 5.6). This positively correlated to increased applications, however no correlation was found for STEMM E females (Figure 5.6 & Figure 5.8). No STEMM females eligible for promotion to D (current Level Cs) attended training across the period (Figure 5.6) and application rates remained comparatively low in 2017 (Actions 2.5, 2.6 & 3.5).

STEMM female applicants were more likely than STEMM males to be promoted across all years and were the most likely to succeed in 2017 (Figure 5.8). The increased number of STEMM female applications in 2017 resulted in 9 additional promotions for STEMM female staff (Table 2.1). Success relative to eligibility also jumped significantly for STEMM females in 2017, especially for Es (Figure 5.9). Emphasis on equity within the new promotions process shows strong results for applicants, with females and males who submitted equity statements more successful than staff who did not (13% and 5%, respectively; Figure 5.10). However, only two part-time staff applied for promotions across the three-year period (Actions 2.9 & 2.10).

MyVoice results demonstrate greater STEMM satisfaction with support for goal achievement across all promotional attributes than non-STEMM (Figure 5.11), however STEMM Bs and Cs seek greater support in all areas, including 21C Curriculum (Figure 5.12, Action 2.15 & 3.5), Ds for Leadership, Service and Engagement (Action 3.6), females for Research and Scholarship (Figure 5.11, Action 2.12), and all staff require enhanced assistance in Development, particularly for brokering industry partnership grants (Figure 5.11 & Figure 5.12, Action 2.13).

Figure 5.6. STEMM Promotions Training Uptake Relative to Eligible Cohorts, 2015-2017

20%

16%

12%

0% BCDEBCDEBCDE 2015 2016 2017 STEMM

Female Male

Table 5.2. Promotions Eligibility, Applications and Success Rates, 2015-2017

Promotions Eligibility, Applications and Success, 2015-2017

2015 2016 2017

Eligible Applied App % Success % Eligible Applied App % Success % Eligible Applied App % Success % F 22 2 9% 100% 22 2 9% 50% 29 4 14% 75% B M 13 1 8% 100% 21 3 14% 100% 19 6 32% 67% F 46 2 4% 100% 44 4 9% 75% 42 9 21% 56% C M 44 11 25% 55% 43 11 26% 73% 36 11 31% 63% F 33 2 6% 100% 32 3 9% 67% 38 5 13% 60% D M 65 7 43% 33% 67 7 10% 57% 73 9 12% 44%

STEMM F 18 1 6% 0% 17 1 6% 100% 22 5 23% 80% E M 31 3 10% 67% 32 2 6% 50% 39 3 8% 67% F 119 7 6% 86% 115 10 9% 70% 131 23 18% 74% STEMM M 153 22 19% 55% 163 23 20% 70% 167 29 31% 52% Totals Tot 272 36 13% 50% 278 43 15% 54% 298 52 25% 43% F 18 2 11% 100% 15 1 7% 100% 9 1 11% 100% B M 12 2 17% 100% 12 1 8% 100% 8 0 0% 0% F 75 13 17% 42% 67 9 13% 89% 49 8 16% 75% C M 47 4 9% 75% 40 7 18% 86% 38 9 24% 67% F 36 6 17% 83% 46 6 13% 67% 47 6 13% 50% D M 53 7 13% 43% 48 8 17% 88% 45 6 13% 50% F 23 5 22% 80% 24 0 0% 0% 23 1 4% 0%

non-STEMM E M 15 0 0% 0% 15 5 33% 80% 11 1 9% 100% Non- F 152 26 17% 73% 152 16 11% 81% 128 16 13% 63% STEMM M 127 13 10% 62% 115 21 18% 86% 102 16 15% 63% Totals Tot 279 39 14% 69% 267 37 14% 84% 230 32 14% 63% F 271 33 12% 76% 267 26 10% 46% 259 39 15% 64% WSU Totals M 280 35 13% 25% 278 44 16% 54% 269 45 17% 60% Tot 581 68 12% 66% 572 70 8% 77% 545 84 15% 62%

Figure 5.7. Number of Applicants by Gender, 2015-2017

2015 7 22 26 13

2016 10 23 15 22

2017 23 29 16 16

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Proportion of Applicants (%)

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male

Figure 5.8. STEMM Applicants relative to of Eligible Pool by Grade, 2015-2017

35% 32% 31% 30% 26% 25% 25% 23% 21% 20%

14% 14% 15% 13% 12% 11% 10% 10% 9% 9% 9% 9% 10% 8% 8%

Proportion of eligible pool (%) pool eligible of Proportion 6% 6% 6% 6% 5% 4%

0% FMFMFMFM BCDE

2015 2016 2017

Figure 5.9. Promotions Success Relative to Eligible Pool by Gender, 2015-2017

25%

20%

15%

10%

0% Staff promoted relative to eligible pool (%) pool eligible to relative promoted Staff BCDEBCDEBCDE STEMM STEMM STEMM 2015 2016 2017

Female Male

Figure 5.10. Promotions Success Rate by Equity Application, 2017

80%

70%

60%

50%

40%

30% Success rate (%) rate Success

20%

10%

26 10 16 27 20 7 0%

All Females No Equity Female Equity Female All Male No Equity Male Equity Male

Figure 5.11. Survey Response: Satisfaction with Support Provided for Goal Achievement across Promotional Attributes by Gender and Work Area (MyVoice 2018)

90% WSU 80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff 30%

20%

10%

52%56%61%58% 34% 44% 62% 57% 35% 40% 39% 35% 51% 55% 61% 61% 0% Teaching Research & Scholarship Entrepreneurship Community Engagement TEACHING & LEARNING RESEARCH, SCHOLARSHIP & DEVELOPMENT LEADERSHIP, SERVICE & ENGAGEMENT

Female Male STEMM Non-STEMM

Figure 5.12. Survey Response: Satisfaction with Support Provided for Goal Achievement across Promotional Attributes by Academic Level (MyVoice 2018)

90%

WSU 80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff 30%

20%

10%

61%48%49%64%58% 51% 25% 31% 43% 53% 23% 14% 24% 36% 42% 51% 34% 38% 46% 61% 0% Teaching Research Entrepreneurship Community Engagement TEACHING & LEARNING RESEARCH, SCHOLARSHIP & DEVELOPMENT LEADERSHIP, SERVICE & ENGAGEMENT

A B C D E

ACTION SUMMARY – Section 5.1. Key Career Transition Points: Academic Women (iii) Promotion Issues Arising Actions New promotions process requires Action 2.9 careful evaluation over time, but no Refine new Academic Promotions processes to maximise automated mechanism exists to reliably gender equity. measure promotions applications or Devise reliable mechanism for close tracking of promotions uptake for new online promotions data, with links to new SAGE data repository (see also training modules. Action 1.3). Undertake in-depth review of new promotions process, including surveying staff experiences (see also Action Component 1.4.3). Actively raise awareness of recent STEMM female promotion success. Action 1.4 Collect and analyse organisational and staff experience data. Component 1.4.4. VC-GEF to prioritise the commissioning/ approval of quality research submissions, including for maximising practices and programs to minimise gender disparities in academic advancement/promotions. Improved but still low rates of Action 2.10 applications for STEMM females, Ensure clear understanding of eligibility for promotion especially those eligible for promotion to (and ADP) and provide active, targeted supports for Levels B and D. New promotions process promotions-ready staff. continues to rely on staff self-identifying Automated process for identifying potential promotions- as promotions-ready. Very few ready staff, with focus on STEMM C females eligible for applications for promotion by part-time promotion to D. Active targeted selection of STEMM C and academic staff. No participation in D females for intensive promotions mentoring. DVC-A to promotions training by Level C STEMM host annual workshop for female STEMM Cs & Ds to females. encourage promotion. Explicit advertisement of promotions eligibility for part-time staff. Low female satisfaction for research Action 2.12 support. Raise awareness of existing research supports and celebrate of STEMM female research achievements. Devise comprehensive communication strategy for existing staff services and resources, with focus on research supports, especially ADP and Career Interruption Grants. Promote female STEMM impact narratives. All staff are dissatisfied with current Action 2.13 supports for developing Improve supports for female STEMM grant development, entrepreneurship. with focus on industry partnerships. STEMM-RIs to collectively devise grant development masterclasses specific to STEMM research. Entrepreneur Partnership Training Scheme (EPTS) to be developed across all Schools. Levels Bs and Cs require more support in Action 2.15 all areas of academic career progression. Improve supports and engagement for teaching. Create broader networks and communities for teaching staff. Encourage female STEMM staff to apply for Advance HE Fellowships and Senior Fellowships, especially Level C Directors of Academic Programs (DAPs). Motivate staff to engage meaningfully in 21 Curriculum project and engage with digital futures team who are championing technology- enabled learning.

Action 3.5 Raise aspiration and provide dedicated career development support for ECA/ECR and MCA/MCR staff. Establish “Emerging Women’s Group” for level A to C female academics. Provide dedicated support for Advance HE Fellowship applications for STEMM Level C DAPs. Program of activities to strengthen female STEMM C and D career trajectories. Open Senior Women’s Group membership to DAPs and Academic Course Advisors (C) at Level C. Level Ds seek further support for goal Action 3.6 achievement in community engagement Support STEMM senior women to develop leadership capacity. Embed Senior Women’s Group as integral part of WSU culture.

(iv) Higher Education Research Data Collection (HERDC)

Across WSU, females publish less often than males. The difference is significant for both STEMM and non-STEMM researchers, but is more pronounced in STEMM (Table 5.3 & Figure 5.13). However, HERDC data overemphasises quantity of research output, while WSU places explicit value on quality research. Unfortunately, WSU does not yet employ a ‘quality’ metric capable of contextualising disciplinary behaviours in order to effectively compare researcher impact across disciplines (Action 1.3).

Mean apportioned external income per researcher was also lower for females, especially for STEMM (Table 5.3 & Figure 5.14). Grant income often correlates with publications but may also relate to the larger proportion of ECA/ECR females employed in STEMM, since higher grant incomes correlate positively with seniority (Figure 5.13 & Figure 5.14). This is especially true for STEMM-RIs who employ high numbers of A/B postdocs and whose publications and income gaps are larger than for Schools. Among STEMM females, Ds have the highest mean absolute deviation from males for income, which is particularly concerning given female STEMM success at C (Action 2.13).

Three primary factors contribute to lower grant income for female researchers: ECA/ECR status, historic bias within NCGP schemes, and career breaks. WSU provides several funding programs to support female research development (Table 5.3 & Table 5.4). Across 2015-2017, STEMM females:

received $1,924,995 in internal grants: 52% of all funds and 83% of funds provided to STEMM staff and more than two thirds of funds awarded. received the largest number and highest value ECR Fellowships: 64% of STEMM and 79% of ECR funds awarded to women. received more Women’s Fellowships and associated funding than non-STEMM females. received greater amounts of Return to Work, Research Support and Research Maintenance funds than non-STEMM females.

However, application for internal support funding is below target rates, especially for Career Interruption grants (Action 2.12, see also Section 5.3(iii)).

"Return to Work research funding opportunities were instrumental in helping me keep forward momentum in my career” (female academic, PL-Survey) – Action 2.12

REDI also provides an integrated suite of services to support researchers, including specialised research advice and advanced training/workshops held continuously across each year. STEMM females access REDI workshops more frequently (33%) than either STEMM males (20%) or non- STEMM females (9%).

WSU makes effort to promote the achievements of female STEMM researchers, including: four of seven Research Theme Champions appointed to promote cross-disciplinary research practice are female, with two in STEMM. Two female STEMM researchers were selected for the inaugural Superstars of STEM program in 2016, widely promoted across WSU (Action 2.12).

Image 4 WSU advertising of Superstars of STEM., displayed at the Chancellery and across all campus libraries.

Table 5.3. Publications and External Research Income by Academic Unit, 2015-2017

Publications and External Research Income by Academic Unit, 2015-2017

Publications External Income

F M F μ M μ F MAD F ($) M ($) F μ ($) M μ ($) F MAD ($)

SCEM 317 1902 5.5 7.9 -1.93 343,815 5,889,053 5,928 24,335 -14,848 SoM 476 673 2.6 3.2 -0.31 5,929,464 11,963,589 32,225 56,167 -12,845

SNM 516 111 3.2 4.3 -0.15 2,642,560 296,956 16,516 11,421 +712 SSH 467 851 2.6 4.4 -0.94 2,020,816 9,782,336 11,227 50,686 -20,417 STEMM STEMM-RIs 731 1,244 3.8 7.8 -2.0 9,638,904 22,272,700 50,203 139,204 -44,501 Total 2,507 4,781 3.2 5.7 -1.29 20,575,558 50,204,633 26,583 60,197 -17,434 SoB 207 254 2.3 2.2 0.04 889,762 1,286,566 9,778 11,188 -787 SoE 255 95 2.5 2.4 0.04 2,998,183 848,187 29,685 21,205 +2,406 SHCA 189 292 1.8 2.8 -0.51 1,375,848 2,906,312 12,739 27,679 -7,365 SoL 43 95 1.2 3.0 -0.83 462,152 276,977 13,204 8,656 +2,173 SSAP 341 501 1.9 4.6 -1.01 2,521,518 2,519,099 14,327 22,901 -3,298 Non-STEMM Non-STEMM Non-STEMM- 164 182 2.6 5.2 -1.3 4,866,069 2,044,074 76,032 58,402 +8,815 RIs Total 1,199 1,419 2.1 3.2 -0.50 13,113,533 9,881,216 22,806 22,611 +84 WSU Total 3,761 6,290 2.6 4.7 -1.00 33,850,572 68,556,675 23,059 50,708 -13,256 μ = Mean per Researcher; F MAD = Female Mean Absolute Deviation. “Researcher” refers to all staff recorded in WSU’s HERDC database.

Figure 5.13. Mean Publications Per Researcher by Grade, 2015-2017 Figure 5.14. Mean External Income Per Researcher by Grade, 2015-2017

Mean publications per reseracher (#) Mean income per reseracher ($) 05101520 050,000100,000150,000200,000250,000300,000350,000

3.2 12,903 A A 6.1 21,529

17,041 4.5 B B 77,020 8.7

105,819 7.4 C 69,669

C STEMM 8.3 STEMM 92,801 D 14.2 187,988 D 12.8 281,521 E 17.9 331,214 E 17.8 12,423 A 1.9 10,466 A 2.6 26,573 B 23,949 3.0 B 41,381 4.2 C 39,109

3.2 NON-STEMM C 59,681 4.6 D 319,918 NON-STEMM 6.3 D 91,627 6.9 E 77,992

5.2 E 6.9

Table 5.4. Internal Grants Awarded, 2015-2017

Internal Grants Awarded, 2015-2017

STEMM Non-STEMM

Awarded Funds Provided Awarded Funds Provided

Grant Types Year F F% F $Tot. F $Av. F% F %F F $Tot. F $Av. F%

2015 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Career 2016 2 100% $19,846 $9,923 100% 1 100% $9,950 $9,950 100% Interruption 2017 2 100% $18,800 $9,400 100% 3 100% $29,521 $9,840 100% Total 4 100% $38,646 $9,662 100% 4 100% $39,471 $9,895 100% 2015 1 50% $1,870 $1,870 30% 3 100% $4,148 $1,383 100%

Conference 2016 2 100% $6,415 $3,208 100% 0 0% $0 $0 0% Support 2017 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Total 3 75% $8,285 $2,539 66% 3 100% $4,148 $1,383 100% 2015 7 47% $139,864 $19,981 51% 2 100% $29,266 $14,633 100% 2016 4 67% $77,167 $19,292 66% 3 38% $50,047 $16,682 35% ECR Fellowship 2017 8 80% $154,614 $19,327 81% 1 50% $19,100 $19,100 50% Total 19 61% $371,645 $19,533 64% 6 50% $98,413 $16,805 47% 2015 6 55% $102,612 $17,102 51% 2 100% $22,284 $11,142 100%

New Researcher 2016 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Award 2017 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Total 6 55% $102,612 $17,102 51% 2 100% $22,284 $11,142 100% 2015 2 100% $19,700 $9,850 100% 0 0% $0 $0 0%

Research 2016 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Maintenance* 2017 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Total 2 100% $19,700 $9,850 100% 0 0% $0 $0 0% 2015 7 58% $97,904 $13,986 54% 4 44% $58,424 $14,606 50%

Research 2016 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Support* 2017 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Total 7 58% $97,904 $13,986 54% 4 44% $58,424 $14,606 50% 2015 6 100% $58,566 $9,761 100% 4 100% $33,223 $8,306 100%

Return to Work 2016 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Support* 2017 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Total 6 100% $58,566 $9,761 100% 4 100% $33,223 $8,306 100% 2015 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

VC's Gender 2016 3 100% $15,000 $5,000 100% 2 100% $10,000 $5,000 100% Equality Fund 2017 2 100% $10,000 $5,000 100% 4 100% $20,000 $5,000 100% Total 5 100% $20,000 $5,000 100% 7 100% $35,000 $5,000 100% 2015 15 100% $526,650 $35,110 100% 17 100% $444,954 $26,174 100%

Women's 2016 9 100% $331,050 $36,783 100% 12 100% $369,954 $30,830 100% Fellowship 2017 10 100% $344,937 $34,494 100% 3 100% $98,776 $32,925 100% Total 34 100% $1,202,637 $35,462 100% 32 100% $913,684 $29,976 100% WSU Totals 86 79% $1,924,995 $22,384 83% 61 85% $1,199,647 $19,666 88% * Replaced by Career Interruption Grant in 2016.

Figure 5.15. Number of Internal Grants Awarded by Gender, 2015-2017

100% 5 1 5 90%

10 80% 32

70% 20 2 60% 19 50% 2 40%

30% 21

20% 44 20 Proportion of all grants awarded (%) awarded grants all of Proportion 10%

0% 2015 2016 2017

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male

Figure 5.16. Internal Grant Research Income by Gender, 2015-2017

100% 3% 3% 9% 90% 21% 80% 31%

5% 70% 44%

60% 17%

50% 4% 40% 72% 30% 49% 20% 43% (%) awarded funds all of Proportion 10%

0% 2015 2016 2017

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male

ACTION SUMMARY – Section 5.1. Key Transition Points: Academic Staff (iv) HERDC Issues Arising Actions WSU places emphasis on quality Action 1.3 research rather than quantity, but no Streamline SAGE data management processes. reliable mechanism for measuring Component 1.3.3. Initiate cross-disciplinary taskforce to guide ‘quality’ has been agreed. the selection, use, and presentation of quality research metrics. Trial study of Field-Weighted Citations Index (FWCI) for STEMM females, with focus on research impact by level. Significant gender disproportion in Action 2.12 research publications output and low Raise awareness of existing support mechanisms, services uptake of existing internal research and initiatives and celebrate STEMM female research support grants designed to advance achievements. gender equity. Low staff awareness of Devise communications strategy for advertising existing offerings, especially female-specific programs. grants designed to enhance gender equity, especially Carer Interruption grants. Promote female STEMM research profiles, impact narratives and new research projects across internal communications. Include focus for those who have benefited from internal research support grants. Significant gender disproportion in Action 2.13 grants income for STEMM, particularly Provide support for female SCEM grant development, with for female Ds. focus on industry partnerships. STEMM-RIs to collectively devise grant development masterclasses specific to STEMM research, with focus on Ds. Develop a pilot Entrepreneur Partnership Training Scheme in SCEM that seeks to build capacity for increasing external research streams. Roll out to other academic units as appropriate.

5.2. Career Development: Academic Staff

(i) Training

WSU’s Work Planning and Career Development (WPCD) process (see Section 5.2(ii)) sets career achievement objectives, identifies training opportunities, and marks progress against objectives as part of annual reviews. Career development support is a key responsibility for Managers/Supervisors, who are guided by the Managers and Supervisors Toolkit to hold regular conversations with staff about their career goals and opportunities.

TLD coordinates 85 in-person/online training opportunities for academic staff each year, with an additional 250+ curated courses offered through Lynda.com. Learning and development programs are organised around three training pathways, covering five strategic themes: leadership/management development, career development, diversity/wellbeing, university systems, and networks/forums. Training opportunities are promoted to staff during induction and all-staff receive email alerts/prompts to the online TLD Program Guide (though the guide is not easily visible online, Action 2.5).

57% of all academic staff have undertaken some form of training. Female academics attend more training than male staff and more often (Figure 5.17). Importantly, female staff participation in leadership/management training is greater than males, suggesting gender equity messaging is working (Figure 5.18, see also Section 5.4(i)). STEMM staff show greater satisfaction with learning & development than non-STEMM (Figure 5.19). SSH staff and Bs and Cs show least satisfaction (Figure 5.20).

Figure 5.17. Academic Training Gender Balance: Uptake Relative to Cohort Proportions, 2015-2017

-5

-10

-15

-20 2015 2016 2017 2015 2016 2017 STEMM Non-STEMM

Female STEMM Male STEMM Female Non-STEMM Male Non-STEMM

Figure 5.18. Academic Training Uptake by Category, 2015-2017

2015 37 25

2016 17 13 Career 2017 10 6 Development

2015 17 7

2016 19 7

Leadership 2017 25 14

2015 18 19 STEMM

2016 17 9 Support Research 2017 20 5

2015 14 14

2016 21 20

Diversity 2017 16 16

2015 66 32

2016 31 19 Career 2017 13 11 Development

2015 32 14

2016 28 12

Leadership 2017 43 19

2015 41 30 non-STEMM 2016 31 15 Support Research 2017 38 7

2015 42 32

2016 41 31

Diversity 2017 39 24

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Gender balance (%)

STEMM Female STEMM Male

Non-STEMM Female Non-STEMM Male

Figure 5.19. Survey Response: Satisfaction with Learning & Development by Key Demographics (MyVoice 2018)

90%

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

56% 54% 49% 58% 56% 50% 60% 51% 57% 57% 0% WSU STEMM Non-STEMM Female Male Academic Professional Sessional Primary Carer Non-Primary Academic Carer WORK AREA GENDER EMPLOYMENT TYPE CARING STAUTS

Figure 5.20. Survey Response: Satisfaction with Learning & Development by STEMM Area & Academic Level (MyVoice 2018)

90% WSU

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

61% 64% 57% 65% 53% 43% 54% 45% 45% 52% 60% 0% HIE MARCS SCEM SoM SNM SSH A B C D E STEMM UNIT ACADEMIC LEVEL

ACTION SUMMARY – Section 5.2. Career Development: Academic Staff (i) Training Issues Arising Actions The primary resource for learning and Action 2.5 development (TLD Program Guide) is Raise awareness of existing career development resources not circulated widely and staff and services. awareness of existing training is low. Introduce regular TLD communications with staff, including

profiling training and career development opportunities within monthly HR newsletter.

(ii) Work Planning and Career Development (Appraisal/Development) Review

Annual performance reviews are required for all staff under employment contracts ≥12 months (ASA, C24.5; PSA, C29). Progress reviews focus on career development, aiming to guide and support staff toward achieving stated career objectives (Figure 5.21; see also Section 5.2(i)). Managers/supervisors are expected to meet regularly with staff to assist with career planning, including setting career goals and identifying relevant training and/or development opportunities (Step 4, Figure 5.21). Staff also self-monitor against progress, submitting annual self-reviews as part of the WPDC cycle.

Figure 5.21. Work Planning and Career Development Cycle (Truncated)

Most academics responding to MyVoice (n=826) agreed that their performance is reviewed/evaluated: often enough (75%), fairly (66%) and effectively (55%). Confidence in and satisfaction with support from supervisors is high (76%) and STEMM outperforms non-STEMM for WPCD appraisals (Figure 5.22). SSH responses were also decidedly below mean for performance appraisals (Figure 5.23).

Figure 5.22. Survey Response: Satisfaction with Performance Appraisal by Key Demographics (MyVoice 2018)

90%

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

68% 68% 61% 68% 70% 64% 71% 63% 68% 69% 0% WSU STEMM Non-STEMM Female Male Academic Professional Sessional Primary Carer Non-Primary Academic Carer WORK AREA GENDER EMPLOYMENT TYPE CARING STAUTS

Figure 5.23. Survey Response: Satisfaction with Performance Appraisal by STEMM Area and Level (MyVoice 2018)

90% WSU

80%

70%

60%

50%

40% Staff Staff satisfaction (%) 30%

20%

10%

84% 82% 71% 69% 67% 55% 71% 61% 56% 70% 73% 0% HIE MARCS SCEM SoM SNM SSH A B C D E STEMM UNIT ACADEMIC LEVEL

ACTION SUMMARY – Section 5.2. Career Development: Academic Staff (Ii) Work Planning and Career Development (Appraisal/Development Review) Issues Arising Actions Effectiveness of WPCD relies upon Action 2.6 supervisor engagement, but does not Increase WPCD conversations with academic staff. appear to meet staff needs or Component 2.6.1. Discipline heads appointed in WSU expectations. restructure will be responsible for Career and Work Conversations with staff. Regular (minimum quarterly) discussions will be required, and staff satisfaction will be closely monitored.

(iii) Support for Career Development

WSU offers substantial support for academic career development, with information provided via a one-stop-shop TLD website, including resources for skill-building, career planning, curating an academic profile, optimising mentorship support, extending reach and influence, navigating challenges to progress, and working toward leadership. Additional resources for managing individualised career development goals are also offered, including Academic Capabilities Framework, One-to-Three Year Academic Career Development Plan and an Academic Checklist for Achievement.

WSU mentoring programs take a developmental approach aimed at building confidence, self- reliance, and capacity for career self-management. They provide guidance and encouragement for E-MCA/E-MCR mentees and, reciprocally, important insight into contemporary experiences for senior academic and Executive mentors. WSU’s centrepiece Academic Mentoring Program offers sustained career development and networking opportunities, but is capped at 40 pairs/year. Providing more substantial and more frequent mentoring was a common request by academic staff in 2018 MyVoice focus groups (Action 2.6). Speed Mentoring is available for Professional Staff, but not to casuals (Action 3.3). Rates of mentoring participation by STEMM staff are lower than for non-STEMM (Figure 5.24, Actions 1.4 & 2.6).

Since 2015, the VC’s Professional Development Scholarships have provided financial support, reduced tuition fees and workload relief for fixed-term and continuing staff to advance their career development, however casuals are not eligible (Action 3.3). WSU’s VC Excellence Awards recognise and reward high achieving staff in critical areas of academic practice: learning and teaching, research, engagement and sustainability, postgraduate research training/supervision, and leadership (casuals are not eligible, Action 3.3). Since 2013, STEMM females have received the highest number of awards and commendations of all staff (Figure 5.26).

Staff can develop their promotional attributes through the Academic Development Program (ADP) by undertaking sustained periods of research, curriculum development, acquiring new skills/knowledge for teaching, or to develop industry partnerships. Eligibility opens at three years continuous service. ADP Workshops and mentoring support application-building, though no participation data is available (Action 1.3). A number of gender equity measures are in place to ensure fair access:

ADP Committee and Appeals panel memberships meet 40% female representation (GE- Policy, C15) Director OED is a non-voting member of the Committee (ADP-Policy, C18) Gender balance is actively considered during evaluation (ADP-Policy, C17) ADP applicants are invited to qualify their research “impact” by outlining relevant personal circumstances: family responsibilities, part-time work, disability, ill-health, and/or relevant cultural circumstances.

Only sixteen staff applied for ADP (2015-2017). MyVoice consultation suggests staff perceptions that the number of ADP positions is limited (maximum 7%) may prevent applications (Action 2.9).

Casuals who undertake ≥8 hours face-to-face teaching/year are entitled to WPCD, as guaranteed in successive ASAs. However, sessional academic responses to MyVoice (n=344) rated satisfaction with career opportunities well below fixed-term and continuing academics (28%; Figure 5.27, Action 1.4), which likely reflects casual exclusion from key initiatives. Recent VC-GEF findings show lack of sessional staff contact with other academics risks professional exclusion and personal isolation. Sessionals report feelings of devaluation due to lack of access to formal supports and workplace recognitions.

Significant variance was seen between academic levels, with E-MCA/E-MCRs much less satisfied with career opportunities than Ds and Es (Figure 5.28). Detailed data shows consistent B and C dissatisfaction with all relevant prompts, while As are least positive regarding time/effort spent career planning and opportunities for career progression (Figure 5.29, Action 3.5).

As with other WPCD components, STEMM-RIs were more likely to report satisfaction with career planning and SSH showed lowest satisfaction for STEMM (Figure 5.28). SSH staff are concerned about infrequent career development discussions with supervisors and time/effort spent career planning and opportunities for career progression (Figure 5.30, Action 2.6). SSH responses were also decidedly below mean for performance appraisals (Figure 5.23, Action 2.6 & 1.4) and lowest for learning and development (Figure 5.20).

This consistent SSH staff dissatisfaction across WPCD elements (see also Sections 5.2(i-ii)) is concerning, and reflects low satisfaction by Bs and Cs that resonates across all areas (Action 1.2). These factors may correlate, since SSH holds high numbers of B/C staff, but current MyVoice data is not flexible enough to show compound aggregations (Action 2.6). As the largest STEMM School, SSH supervisors are also pressured by staff size. SSH will be split into two Schools in WSU’s upcoming academic restructure, which will reduce load (see Section 9).

Figure 5.24. Academic Mentoring Uptake, 2015-2017

Number of Staff 20 (#)

10 19127030 21 16 63 26 28 19 75 38 0 2015 2016 2017

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male

Figure 5.25. VC Professional Development Scholarships, 2015-2017

Proportion of VC Professional Development Scholarships (%) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 1 3 2

2016 2 1 5 ACADEMIC 2017 2 1 2 3

2015 1 3 1

2016 1 1 5 1

PROFESSIONAL 2017 1 3 2

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male Other Female Other Male

Figure 5.26. VC Excellence Awards & Commendations, 2013-2017

10 Number of Awards & Commendations (#) 5

18151491423813217410 11 8 26 30 23 40 0 AWARDS COMMENDATIONS TOTAL

STEMM Female STEMM Male Non-STEMM Female Non-STEMM Male Other Female Other Male

Figure 5.27. Survey Response: Satisfaction with Career Opportunities by Key Demographics (MyVoice 2018)

90%

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

48% 46% 43% 47% 51% 43% 50% 28% 45% 48% 0% WSU STEMM Non-STEMM Female Male Academic Professional Sessional Primary Carer Non-Primary Academic Carer WORK AREA GENDER EMPLOYMENT TYPE CARING STAUTS

Figure 5.28. Survey Response: Satisfaction with Career Opportunities by STEMM Area & Academic Level (MyVoice 2018)

90%

WSU

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

56% 51% 49% 51% 42% 39% 42% 41% 39% 51% 57% 0% HIE MARCS SCEM SoM SNM SSH A B C D E STEMM UNIT ACADEMIC LEVEL

Figure 5.29. Survey Response: Satisfaction with Career Development & Recognition Prompts by Academic Level (MyVoice 2018)

90%

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff 30%

20%

10%

41%37%37%47%53% 49% 40% 37% 51% 54% 46% 46% 42% 56% 62% 34% 40% 41% 51% 60% 49% 39% 44% 57% 77% 0% Time & Effort Spent Career Meet Often Enough with Given Opportunities to Enough Opportunities to Receive Fair Rewards & Planning Supervisor Develop Skills Progress Career Recognition

A B C D E

Figure 5.30. Survey Response: Satisfaction with Career Development & Recognition Prompts by STEMM Unit (MyVoice 2018)

90%

80%

70%

60%

50%

40%

30%

20%

10%

52%50%47%46%41%37% 54% 49% 51% 47% 35% 39% 65% 63% 50% 62% 48% 45% 52% 52% 49% 51% 43% 36% 81% 57% 51% 59% 47% 43% 0% Time & Effort Spent Career Meet Often Enough with Given Opportunities to Develop Enough Opportunities to Receive Fair Rewards & Planning Supervisor Skills Progress Career Recognition

HIE MARCS SCEM SoM SNM SSH

ACTION SUMMARY – Section 5.2. Career Development: Academic Staff (iii) Support for Career Development Issues Arising Actions Low rates of female application to Action 1.3 ADP. Perception of low availability Streamline SAGE data management processes. interfering with application rate. No Component 1.3.1. Improved data capture to include ADP data for participation in ADP workshop participation and mentoring data. Workshops and Mentoring. Action 2.10 Ensure clear understanding of staff eligibility for ADP. HR to devise automated notification system to alert Deans & Directors of staff who have not accessed ADP for 3+ years, with focus on C and D. Parental leave takers to be diverted to Return to Work Teaching Relief (see Action 2.13). Low rate of STEMM female Action 2.6 participation in existing mentoring Increase WPCD conversations with staff and expand programs. Primary Academic access to mentoring. Mentoring Program is capped at 40 Component 2.6.2. Introduce School/Institute-based pairs. Increased access to mentoring mentoring (provided by senior staff). Component 2.6.3. arose as a common theme of 2018 expand Academic Mentoring Program, coordinated via MyVoice focus groups. MentorLoop or similar, with a focus on increasing female STEMM participation. Action 1.4 Collect and analyse organisational and staff experience data. Component 1.4.4. VC-GEF to prioritise the commissioning/ approval of quality research submissions, including participant experiences of WSU mentoring programs.

Sessional Academics are not eligible Action 3.3 for various career development Increase recognition of and support career development supports and rewards, such as for casual staff. Mentoring, VC Excellence Awards, or Devise career development communications strategy for VC Professional Development casual staff, to ensure awareness of existing provisions. Scholarships. Provide Casual Speed Mentoring Program, open VC Excellence Awards and VC Professional Development Scholarships to casual eligibility. Action 1.4 Collect and analyse organisational and staff experience data. Component 1.4.4. VC-GEF to prioritise the commissioning/ approval of quality research submissions, including career opportunities for casual staff. Consistently low satisfaction for SSH Action 1.4 staff across all three WPCD prompts, Collect and analyse organisational and staff experience potential intersection with high levels data. of B and C staff. Existing MyVoice data Component 1.4.1. Conduct 2020 and 2022 staff survey of is not flexible enough to provide organisational experiences (MyVoice or similar). Gain access further detail of specific demographic to raw MyVoice data that is interpretable by compound concerns. aggregation for SAGE analysis, with benchmarks for new SSH and SCEM restructures in 2020.

Action 1.2 Develop and implement organisational structure to ensure effective delivery of SAGE-ASAP objectives. Component 1.2.2. SSH EDWP to determine action to combat systemic causes for female progression disruption at priority areas B and C, including low quality response to WPCD.

Action 2.6 Increase WPCD conversations with academic staff and expand access to mentoring. Component 2.6.1. Redesignate WPCD responsibility to Discipline Leaders. SSH Discipline Leaders to form collaborative partnership with HIE and MARCS to model factors for WPCD success, with focus on B/C staff.

5.3. Flexible Work and Managing Career Breaks

(i) Cover and Support for Maternity and Adoption Leave: Before Leave

Staff are supported in accessing parental leave (PL) at WSU by various means: a comprehensive OED Supporting Parents Toolkit (SPT) provides information, assigned HR Advisors to assist in PL preparations, and supervisors are responsible to ensure support during pregnancy, and fair negotiations for individual work arrangements before and after leave.

Supervisors are encouraged to assist all staff in sustaining career momentum, by discussing career maintenance strategies prior to PL. Staff accessing leave for periods ≥3 months can apply for Career Interruption grants to maintain research progress. However, staff awareness of key PL resources is very low (Figure 5.31) and while awareness of PL entitlements is high for professionals it is low for others, particularly for males and STEMM staff (Figure 5.32 & Figure 5.33, Action 3.11)

Staff responses to the PL-Survey (n=139) also demonstrated that:.

83% of respondents did not experience any difficulties when preparing to commence their PL 76% of STEMM respondents were satisfied with before-leave support received from manager/supervisors, with no dissatisfaction rate for any category of key support figures exceeding 10% (Figure 5.34).

Despite such high rates of satisfaction by PL-takers, the reliance on individual supervisors to interpret and apply PL policy equitably is of concern. Open text responses regarding “advice for supervisors” were predominantly about management of privacy, flexibility, and workload cover. Work redistribution was of primary concern, with academic staff reporting supervisors often rely on leave takers to coordinate their replacements (especially for teaching) and that no backfilling of PL positions took place (Action 1.5). The lack of centralised oversight of the backfilling of PL positions risks undue stress on leave-takers both before leave and after returning to work (HR issue, Action 3.10).

“Perhaps when staff are applying to go on maternity leave, there should be an alternative academic point of contact for workload issues” (female academic, PL-Survey) – Action 1.9

Figure 5.31. WSU Parents Familiarity with PL Resources, 2013-2017 (PL Survey 2018)

100% 99 107 102 49 61

80%

60%

55 40% 56

20% 28 24 20

8793017 0% Supporting Parentinig Managing Your Leave Flexible Work Parents Toolkit Support Family Options Responsibilities OED HR

Very Somewhat Not at all

Figure 5.32. Survey Response: Awareness of PL Entitlements by Employment Type, PL Takers 2013-2017 (PL Survey 2018)

Proportion of responses (%) 0% 20% 40% 60% 80% 100%

F 15 8 6 Academic M 9 2 8

F 63 7 2

Professional M 7 3 4

Yes Neutral No

Figure 5.33. Survey Response: Awareness of PL Entitlements by Work Area, PL Takers 2013-2017 (PL Survey 2018)

STEMM No, 20% Non-STEMM No, 5% Other No, 26%

Yes, 48%

Yes, 68% Ne utr al, Ne utr al, Ne ut r al, 26% 12% 7% Yes, 88%

Figure 5.34. Before Leave Satisfaction with Key Support Figures, 2013-2017 (PL Survey 2018)

100% 1% 3% 4% 2% 4% 5% 4% 8% 7% 8% 8% 8% 8% 11% 5% 2% 11% 4% 9% 7% 8% 25% 17% 16% 80% 11% 32% 8% 20% 26% 30% 24% 27%

25% 60%

40%

20%

63% 59% 85% 58% 76% 61% 76% 64% 68% 76% 50% 76% 0% WSU WSU WSU WSU STEMM STEMM STEMM STEMM Non-STEMM Non-STEMM Non-STEMM Non-STEMM HR SUPERVISOR ADMINISTRATION COLLEAGUES

Satisfied Neutral Dissatisfied No Answer

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (i) Cover and support for Maternity/Adoption Leave: Before Leave Issues Arising Actions Staff reports of workload not being Action 1.5 redistributed ahead of maternity leave Enable adherence to & increase accountability for gender and/or having to source their own equity policy & procedure. maternity replacement (HR issue). Component 1.5.3. Replace FLMP with new, strategic “Critical

Management Conversations” training program for

supervisors/managers. Inlcude training for managing

MaternityAdoption Leave workload cover.

Action 3.10 Reduce incidents of discrimination or unfair treatment due to carer responsibilities. Implement strategies to build trust in HR as partner for parents accessing parental leave. Action 1.9 Raise the profile of gender equity at WSU. Component 1.9.2. Institute highly trained Equal Opportunity Officers to provide support to parents/carers and staff of diverse backgrounds. Staff reports of workload not being Action 3.10 redistributed ahead of maternity leave Reduce incidents of discrimination or unfair treatment due and/or having to source their own to carer responsibilities. maternity replacement (HR issue). Implement strategies to build trust in HR as partner for parents accessing parental leave. Low staff awareness of primary Action 3.11 resources for supporting parental Tailor new communications strategies to promote leave experiences. awareness of parental leave entitlements and encourage

uptake of flexible work options. Component 3.11.1. Utilise relevant communications strategies for raising awareness of existing services and resources to increase staff awareness of parental leave entitlements.

(ii) Cover and Support for Maternity and Adoption Leave: During Leave

HR staff are available to discuss changes to leave conditions or return to work dates at any time and staff are encouraged to maintain contact with the university and their supervisor during leave, using the communication mechanisms that suit their needs and at any regularity they desire. While the University offers 10 days paid keep-in-touch leave, this entitlement is not advertised in key resources or reflected in Staff Agreements, so staff uptake is low (Action 3.11).

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (ii) Cover and support for Maternity/Adoption Leave: During Leave Issues Arising Actions Staff not appropriately notified of Action 3.11 existing Keep in Touch entitlements. Tailor new communications strategies to promote awareness of parental leave entitlements and encourage uptake of flexible work options. Keep in Touch entitlements to be actively promoted within Parental Leave communications.

(iii) Cover and Support for Maternity and Adoption Leave: Return to Work

Upon return to work, PL takers can balance their ongoing work and caring responsibilities through a variety of adjusted work arrangements and entitlements:

Phased Return to Work (employees work 80% normal hours for 40 weeks at 100% pay) reduced hours for Maternity/Adoption Leave takers for 2 years, and for Partner Leave takers for a defined period additional flexible work options (see Section 5.3(vi)) Purchase Additional Leave (PAL) scheme

When compared to before-leave satisfaction rates, STEMM supervisor satisfaction decreased (by 11%) upon return to work, but colleague satisfaction increased (+11%; Figure 5.35). Nonetheless, open PL-Survey text saw some respondents referring to feeling shamed by colleagues for not “pulling their weight” and several instances of supervisors actively discouraging carers from applying for promotion. 20% of respondents reported discrimination on the basis of caring responsibilities (36% female academics, Action 3.10). Even though this was an anonymous, ethics-protected survey context, several staff were uncomfortable providing detail about these experiences (Action 1.9).

Almost three quarters of academic staff (73.1%) believe that staff with caring responsibilities are disadvantaged. Academic females were also more likely to identify a correlation between PL- taking and missed promotions opportunities (63.2%, compared with 21.4% of male academics, Action 2.7). Concerns were also raised about work/life balance, with rates of agreement with survey prompts that “expected workload […] makes it difficult to balance work and home responsibilities”, particularly for academic females (80%). Open text responses indicated that some academic females reported extreme stress in having to teach large new undergraduate units immediately upon recommencement and without advance notice, neutralising the potential

87 benefits of Phased Return to Work options (see Section 5.3(vii)) and placing pressure on research maintenance (Action 2.14 & 1.4, see also Section 5.3(iv)).

“It is research time which suffers most. If you take a day off work to look after a sick child, your teaching load doesn't go down, it just backs up waiting for your return - all the day- to-day illnesses come directly out of research time.” (female academic, PL-Survey)

“Simply getting traction again after PL can be really hard” (female academic, PL-Survey) – Action 2.14

Figure 5.35. Return to Work Satisfaction with Key Figures by Work Area, 2013-2017 (PL Survey 2018)

100% 3% 3% 3% 7% 5% 5% 9% 12% 10% 19% 17% 23% 12% 39% 80% 36% 36% 38% 25% 35% 38% 5% 43%

38% 60%

40%

20%

58% 60% 67% 76% 65% 60% 57% 61% 48% 80% 61% 43% 0% WSU WSU WSU WSU STEMM STEMM STEMM STEMM Non-STEMM Non-STEMM Non-STEMM Non-STEMM HR SUPERVISOR ADMINISTRATION COLLEAGUES Satisfied Neutral Dissatisfied

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks

(iii) Cover and support for Maternity/Adoption Leave: Return to Work Issues Arising Actions Perception that caring responsibilities Action 2.7 impedes career progression. Mitigate the impact of career breaks on career

development. TLD and EPN to work consultatively to develop a Career Development Framework for academic primary carers. Concern around returning workload Action 2.14 composition for academics, especially Mitigate the impact of career breaks on research capacity. high teaching loads and knock-on Return to Work Teaching Relief semester for Parental Leave effects for research capacity. takers >20wks to recoup lost research time. Non-competitive entitlement for eligible staff.

Action 1.4 Collect and analyse organisational and staff experience data. Component 1.4.4. VC-GEF to prioritise the commissioning/ approval of quality research submissions, including further return to work strategies for parental leave takers. Discrimination on the basis of caring Action 1.9 responsibilities reported by academics, Raise the profile of gender equity at WSU. especially female Component 1.9.2. Embed Equal Opportunity Officers in all

Academic Units to advocate for equity for staff who are parents and carers (and other diverse groups).

(iv) Maternity/Adoption Return Rate

WSU’s maternity/adoption return rate is consistently high (Figure 5.36), with an average return rate of 94.1%. Only thirty-seven staff have not returned since 2013, the majority of whom have left due to end of contract. Only 2.6% (n=13) of maternity/adoption leave takers have resigned their position across this period. Figure 5.36. Maternity Return Rate, 2013-2017

100% 3 5 7 12 10 90%

80%

70%

60%

50%

40%

30%

20%

10% 99 108 111 127 100 0% 2013 2014 2015 2016 2017

Returned Not Returned

(v) Parental Leave Uptake

PL is available to all continuing and fixed-term staff who are welcoming a child into their family. WSU’s PL provisions exceed both FWA requirements and industry standards. Despite lower reported awareness of provisions (Figure 5.33), more STEMM staff take PL than non-STEMM (Table 5.5).

Professional staff are highly satisfied with entitlements (Figure 5.40) and are most likely to take leave at HEW 5 and 6. Academics take shorter leave periods across all forms (Figure 5.39), which likely explains lower satisfaction with entitlements and may correlate to perceptions of career impact (see Section 5.3(iii)). Academics are most likely to take leave at levels B/C (Figure 5.38), which presents significant challenges for career progression. Shorter leave lengths may impact feelings of wellness (Section 5.4(i)) and work/life balance (Sections 5.3(iii) & 5.4(i)).

Although provisions were expanded in 2017, males and same-sex partners are only entitled to 2 weeks’ partner leave, with extensions available for primary carers of 6 weeks. This discourages males and non-birthing same-sex partners from becoming long-term primary carers and cements females’ obligations to take longer career breaks (Action 3.9). That only 56% males and 50% PL-takers were satisfied with entitlements suggests a readiness to take greater leave lengths (Figure 5.41).

Non-traditional care arrangements require further support and clearer communication: paid provisions for Foster carers are unrealistic (Action 3.9), whilst additional personal leave provisions for First Peoples for community care of children is not well promoted (Action 3.11).

“There is a huge financial benefit for my wife to take paid maternity than for me, the father, to be the primary carer […] despite my wife loving her job.” (male academic, PL-Survey)

“Foster carers leave is inadequate [and] underrepresents the significant role of a foster carer in providing a nurturing environment for a child” (female academic, PL-Survey) – Action 3.9

Table 5.5. Parental Leave by Leave Type, 2013-2017

Parental Leave Uptake by Leave Type, 2013‐2017

Year

STEMM Non-STEMM Other Type Paid/Unpaid F M F M F M Paid 81 0 46 0 165 0 Maternity Unpaid 55 0 30 0 126 0 Paid 0 53 1 18 1 64 Parental Unpaid 0 1 0 2 1 1 Adoption Paid 0 0 1 0 1 0 Foster Paid 0 0 2 0 0 0 WSU Totals 136 54 80 20 294 65

Figure 5.37. Parental Leave Uptake by Employment Type, 2013–2017

Proportion of PL takers (%) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

F 10 13 11 4 3 36 2013 M 7 3 1 2 15

F 8 11 8 5 1 49 2014 M 7 1 2 1 2 13

F 8 15 10 7 47 2015 M 6 3 3 1 1 10

F 13 12 10 4 51 2016 M 8 7 4 2 11

F 10 12 3 5 59 2017 M 11 3 1 8

STEMM Academic STEMM Professional Non-STEMM Academic Non-STEMM Professional Other Academic Other Professional

Figure 5.38. Academic Staff Parental Leave Uptake by Level, 2013-2017

Number of staff15 (#)

5 20916225 40 30 5 0 4 0 ABCDE

Female Male

Figure 5.39. Length of Parental Leave by Employment Type, 2013–2017

30 Number of staff (#) 20

0 ≥ 3 wks ≥ 8 wks ≥ 20 wks ≥ 40 wks ≥ 52 wks ≥ 2 yrs ≤ 2 yrs Length of Leave

Academic Female Academic Male Professional Female Professional Mae

Figure 5.40. Survey Response: Satisfied with PL Entitlements Offered by Gender and Employment Type, PL Takers 2013-2017 (PL Survey 2018)

Proportion of responses (%) 0% 20% 40% 60% 80% 100%

F 24 2 3 Academic M 10 5 5

F 69 11

Professional M 8 3 3

Yes Neutral No

Figure 5.41. Survey Response: Satisfied with Entitlements Offered by Work Area, PL Takers 2013-2017 (PL Survey 2018)

STEMM , 12% Non-STEMM Other , 7% , 7%

, 2% , 11% , 82% , 0% , 88% , 91%

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (v) Parental Leave Uptake Issues Arising Actions Despite above-industry standards, Action 3.9 Inequities are nonetheless identified Improve parental leave entitlements to enable greater within existing Parental Leave flexibility for families. provisions: Improved but still limited Review maternity leave provisions to enable leave sharing access to parental leave for male staff, among partners who are both employees of WSU and increase de facto and same-sex partners. Foster foster leave entitlements. Leave provisions are inadequate and inequitable and there is no data for Action 3.11 unpaid adoption or foster leave. Tailor new communications strategies to promote Additional Aboriginal and Torres Strait awareness of parental leave entitlements and encourage Islander Personal Leave is not uptake of flexible work options. advertised for use for caring Component 3.11.1. Cultural Leave descriptors to include responsibilities. reference to caring responsibilities and promotion of Cultural Leave for community caring purposes to be included in communications strategies for raising awareness of existing parental leave entitlements.

(vi) Flexible Work

Providing flexibility for staff to manage work/life responsibilities is a key goal of WSU’s GE- Strategy (Goal 5, GE-Strategy), the University’s dedicated Workplace Flexibility Policy, and rights to request flexible arrangements are protected by the EAs (ASA, C7h, C26; PSA, C7h, C33). WSU offers generous flexible working provisions designed to help staff adapt to their work/life responsibilities, such as: flexible start/finish times, compressed working weeks, work from home, flex-leave, flexible pre-retirement arrangements and long service leave coupled with part-time work. Returning Maternity/Adoption Leave takers can also access phased return to work (see Section 5.3(i-iii)). Various additional paid entitlements provide further flexibility: Purchase Additional Leave (PAL) scheme, Personal Leave, Additional Personal Leave for Aboriginal and Torres Strait Islander staff (Cultural Leave), Sick Leave, Family/Domestic Violence Leave, and Long Service Leave.

WSU widely publicises entitlements and the benefits of flexible work options through email campaigns, dedicated OED and HR flexible work web pages, Flexible Work for Staff Fact Sheets,

93 a VC statement of support for uptake, and promotional interviews with male Senior Managers highlighting benefits. Manager/Supervisor responsibilities around fair access to flexible work arrangements are communicated in leadership training (FLMP) and across policy frameworks, and the GE-Policy includes KPI expectations to “encourage and monitor the uptake of flexible working conditions, leave entitlements, and other benefits” (C46g).

Staff satisfactions around flexible work are positive, including broad satisfaction with supervisor support (Figure 5.48) and belief that individual needs are being met (Figure 5.46). However there is low awareness of entitlements (FWFR, 44%, Action 1.4) and moderate perception that flexible work is “actively encouraged” (Figure 5.47), indicating that University-level pro-flexible work messaging is not reaching its intended audience (Action 3.11).

Males were less satisfied with individual flexibility and supervisor support, with male parent dissatisfaction especially pronounced (Figure 5.46 & Figure 5.48). Male parents identified gender inequities, showing marked disagreement that flexible work options are actively encouraged (Figure 5.47) and offered equitably regardless of gender (Figure 5.49, Action 3.10 & 3.11). Academic parents also showed low agreement with these prompts, despite being most satisfied that their needs are met (Figure 5.46). Perceived gender imbalances are borne out in access data acquired by the PL Survey, with as many as 62% males not accessing flexible options since returning to work (Figure 5.45) and academic males more likely to access paid entitlements than other forms of flexible work (Figure 5.42, Figure 5.43 & Figure 4.44, Action 1.4).

Figure 5.42. Professional Staff Gender Balance of Annual Average Flex Leave Hours, 2015- 2017

Gender balance of average totals (%) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 76 55

2016 74 59 STEMM

2017 55 57

2015 79 58

2016 77 68 Non-STEMM 2017 53 65

Female Male

Figure 5.43. Academic Staff Personal Leave for Family Reasons, 2015-2017

Gender balance by average leave length (%) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 1459 1470 2016 1627 1485 Total Hours 2017 1643 1224 2015 10 13 STEMM 2016 10 11

Person 2017 11 10 Hours Per Hours 2015 1409 715 2016 1424 987 Days Hours 2017 1474 651 2015 11 15

Non-STEMM 2016 12 13

Person 2017 11 13 Hours Per Hours

Female Male

Figure 5.44. Academic Staff Personal Leave for Cultural Reasons, 2015-2017

Gender balance by average leave length (%) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2015 82 119 2016 49 168 Total Hours 2017 66 182 2015 10 9 STEMM 2016 10 9

Person 2017 9 9 Hours Per Hours 2015 33 84 2016 53 35 Days Hours 2017 71 21 2015 8 12

Non-STEMM 2016 8 9

Person 2017 10 7 Hours Per Hours

Female Male

Figure 5.45. Flexible Work Uptake Among WSU Parents, 2015-2017 (PL Survey, 2017-18)

70%

64% 62% 63% 60%

51% 50% 48%

41% 40% 35% 35%

31%

30% 27% 25% 24% 22% 20% 16% 15% 15% 13% 12%

10% 8%

Proportion of parental leave respondents by gender (#) gender by respondents leave parental of Proportion 7% 6% 7% 5% 4% 4% 3% 3% 2% 3% 1% 1% N/E 0% 0% 0% 0% 0% Male Male Male Male Male Male Male Male Male Female Female Female Female Female Female Female Female Female Academic Academic Academic Academic Academic Academic Academic Academic Academic Professional Professional Professional Professional Professional Professional Professional Professional Professional Phased Return to Purchase +Leave Part-Time Job Share Flexible Compressed Work From Home Other None Work Start/Finish Week

Figure 5.46. Survey Response: “I have the flexibility I need to manage my work and caring responsibilities” (FWFR & PL Surveys, 2017-2018)

FEMALES (FWFR, n=428) MALES (FWFR, n=166) ACADEMICS (FWFR, n=181) PROFESSIONALS (FWFR, n=434) No, 11% No, 12% No, 14% No, 10%

Ne utr al, Ne utr al, 11% Ne utr al, Ne utr al, 11% 12% 11% Yes, 79% Yes, 78% Yes, 77% Yes, 73%

FEMALE PARENTS (PL, n=102) MALE PARENTS (PL, n=37) ACADEMIC PARENTS (PL, n=49) PROFESSIONAL PARENTS (PL, n=37)

No, 19% No, 10% No, 14% No, 11%

Ne utr al, 11% Ne utr al, Ne utr al, 5% Ne utr al, Yes, 78% 5% Yes, 85% 19% Yes, 61% Yes, 81%

Figure 5.47. Survey Response: "Flexible work is actively encouraged at WSU” (FWFR & PL Surveys, 2017-2018)

FEMALES (FWFR, n=428) MALES (FWFR, n=166) ACADEMICS (FWFR, n=181) PROFESSIONALS (FWFR, n=166) No, 21% No, 21% No, 25% No, 22% Yes, 59% Yes, 51% Yes, 50% Yes, 58%

Ne utr al, 29% Ne ut r al, Ne ut r al, 20% Ne utr al, 25% 20%

FEMALE PARENTS (PL, n=102) MALE PARENTS (PL, n=37) ACADEMIC PARENTS (PL, n=102) PROFESIONAL PARENTS (PL, n=37) No, 42% No, 32% No, 22% No, 24% Yes, 26% Yes, 60% Yes, 41% Yes, 56%

Ne utr al, Ne utr al, Ne ut r al, 27% 20% Ne utr al, 32% 18%

Figure 5.48. Survey Response: "My supervisor is supportive of flexible working arrangements” (FWFR & PL Surveys, 2017-2018)

FEMALES (FWFR, n=428) MALES (FWFR, n=166) ACADEMICS (FWFR, n=181) PROFESSIONALS (FWFR, n=434) No, 16% No, 12% No, 13% No, 12%

Ne utr al, Ne utr al, Ne utr al, Ne utr al, 16% 17% 12% 12% Yes, 68% Yes, 77% Yes, 70% Yes, 76%

FEMALE PARENTS (PL, n=102) MALE PARENTS (PL, n=37) ACADEMIC PARENTS (PL, n=49) PROFESSIONAL PARENTS (PL, n=37) No, 2% No, 9% No, 10% No, 12%

Ne utr al, Ne utr al, Ne utr al, Ne utr al, 28% 10% 11% 29% Yes, 78% Yes, 80% Yes, 61% Yes, 71%

Figure 5.49. Survey Response: "Flexible work options are equally available at WSU, regardless of gender” (FWFR & PL Surveys, 2017-2018)

FEMALES (FWFR, n=428) MALES (FWFR, n=166) ACADEMICS (FWFR, n=181) PROFESSIONALS (FWFR, n=434) No, 9% No, 17% No, 15% No, 10%

Ne utr al, Ne utr al, Ne utr al, Ne utr al, 30% 25% 25% 27% Yes, 54% Yes, 65% Yes, 58% Yes, 64%

FEMALE PARENTS (PL, n=102) MALE PARENTS (PL, n=37) ACADEMIC PARENTS (PL, n=49) PROFESSIONAL PARENTS (PL, n=89)

No, 11% No, 18% No, 37% No, 17%

Ne utr al, Ne utr al, Ne utr al, 23% Ne utr al, 53% 37% 20% Yes, 30% Yes, 60% Yes, 52% Yes, 43%

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (vi) Flexible Work Issues Arising Actions Low staff awareness of flexible work Action 1.4 options and resources. Potential bias Collect and analyse organisational and staff experience identified in application of flexible data. work policy across genders (male staff, Component 1.4.4. VC-GEF to prioritise the commissioning/ in particular, perceive stigma around approval of quality research submissions, including barriers to the uptake of flexible options). flexible work uptake for male staff and strategies for promoting flexible work to employees. Action 3.11 Tailor new communications strategies to promote awareness of parental leave entitlements and encourage uptake of flexible work options. Component 3.11.2. Deans & Directors to promote flexible work options as required by GE-Policy KPIs and to ensure male staff have equitable access to flexible work arrangements.

(vii) Transition from part-time back to full-time work

Professionals are twice as likely than academics (35% vs 16%) to access Phased Return to Work (Figure 5.45), yet academics are more likely to report unmanageable workloads (30% vs 49%, Figure 5.54). This may indicate difficulties in conceptualising flexible work within academic labour, particularly in high pressure environments that deter flexibility (Action 3.11, see also 5.3(iii)).

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (vi) Flexible Work Issues Arising Actions Low uptake of Phased Return to Work Action 3.11 by academic staff. Tailor new communications strategies to promote awareness of parental leave entitlements and encourage uptake of flexible work options. Communications strategy for parental leave entitlements to work toward shifting perceptions around PRW for academics. Deans & Directors to promote flexible work options as required by GE-Policy KPIs, including PRW for academics.

(viii) Childcare Facilities

Staff are provided subsidised access and salary sacrifice options for long day care centres at six WSU campuses. Occasional Child Care is available at subsidised rates. Waitlist demand is not overwhelming (Table 5.6).

Table 5.6. Subsidised Childcare Uptake (Early Learning Centres), 2018

WSU-subsidised Childcare (Early Learning Centres), 2018

Uptake category In care On waitlists % demand

Staff with children 173 41 23.7 Students with children 274 56 20.4 Totals 447 97 21.7

(ix) Caring Responsibilities

“Some mentoring or some advice on how to maintain a career while working part time and needing flexible hours would be good.” (female academic, PL-Survey) – Action 3.12

The “Engaged Parents Network” (EPN) was formed by interested staff in 2018, meeting regularly to share ideas for navigating work, caring responsibilities and supporting each other with strategies for career development. EPN is sponsored by DVC-R&I. Representatives from SAGE and OED have attended all Network meetings and have presented on SAGE research outcomes. The EPN also presented within a “GE Initiatives Showcase” at Gender UNLIMITED* #2 (see Section 5.4(i)). The EPN have identified a “Working Parents Coaching Program” and seminar series to help inform and support ongoing carers to manage the transition back to work and plan for long-term career sustainability (Action 3.12). WSU recently improved facilities and is applying for Breastfeeding Friendly Workplace accreditation (Action 3.12).

ACTION SUMMARY – Section 5.3. Flexible Work and Career Breaks (ix) Caring Responsibilities Equity Obstacles / Issues Arising Actions EPN require additional support to Action 3.12 achieve objectives. Increase tangible supports for staff with caring

responsibilities. Support the Engaged Parents Network by advertising its existence and actively encouraging staff to join the network, providing financial assistance to develop a “Working Parents Coaching Program”, and providing Executive and Professoriate speakers, mentors/coaches, and other forms of specialist support. Attain Breastfeeding Friendly Workplace Accreditation from Australian Breastfeeding Association.

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Image 5. Some of our speakers and panelists from community organisations, government, NGOs and higher education institutions for Gender Unlimited 2018, including VC Professor Barney Glover, DVC Academic Professor Denise Kirkpatrick, DVC-S&P Professor Sharon Bell, DVC-R&I Professor Deborah Sweeney, and Director Equity & Diversity Professor Sev Ozdowski AM. “The VC and some of the senior staff participate in some of the [pro-diversity] activities. They’re practising what they preach.” (male staff, SGD-Survey)

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5.4. ORGANISATION AND CULTURE

(i) Culture

Image 6. Gender Equality Matters, promotional video with VC and DVC-A

WSU’s Strategic Plan (Securing Success, 2018-2020) and Our People strategy articulate WSU’s commitment to gender equity and roadmap the strategic objective under which SAGE falls: “to embed the critical attributes and behaviours that promote an inclusive, diverse, dynamic and innovative culture”. This undertaking is led by our Vice-Chancellor Professor Barney Glover – a well-documented, outspoken advocate for gender equity, whose leadership inspires others and has seen the continuation of our recognition by WGEA as an Employer of Choice, a citation now held for 14 consecutive years. VC Glover and other Executives will play an important part in disseminating the SAGE-ASAP and avocating for the values it represents (Action 1.7).

The VC-GEC and VC-GEF demonstrate clear investment in meaningful structural change, seeking to provide platforms of opportunity and remove impediments to the advancement of women, trans and gender diverse peoples. Our Senior Women’s Group demonstrates clear value for the inherent capital within our female workforce. Pro-gender equity messaging infuses all levels of our community for which our Gender Equality Matters video (featuring the VC and DVC-A) is a centrepiece (Image 6), and OED-driven promotional campaigns and events regularly populate our campuses (Table 5,7), including for annual International Women’s Days. Our University has celebrated the achievements of women throughout our community for 15 years via our ‘Women of the West Awards’ (Image ). Our Respect. Now. Always. Taskforce has also surpassed all University Australia recommendations for interventions for sexual harassment and assault prevention. Newly revised positive-intervention professional development and leadership workshops reinforce our focus on building inclusive workplace cultures (e.g., “Harnessing our Cultural Diversity” and “Creating LGBTIQ-inclusive workplaces”). A newly-established, subscription-based Gender UNLIMITED* Network promotes all gender-related activity. While e- conferencing is common, significant distances between campuses affects turnout for single- campus events, with staff at more distant campuses at risk of isolation (Action 1.9).

Gender equity is a key focus for several networks, seminars and conferences at WSU (Table 5.8), especially for the Sexualities and Genders Research Group (SaGR) and the newly-established Gender UNLIMITED* series – an interdisciplinary, open-access forum that provokes progressive dialogue around SAGE priorities, including: gender equity in higher education, intersectionality,

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and community engagement. Seeking dynamic discussion and implementable outcomes, GU* aims to promote the importance of gender equity, share knowledge about best-practice organisational change, and generate new knowledge in gender research. Launched by the VC and DVC-A in 2018, with all panels chaired by members of our Executive, GU* has engaged 17 internal and 14 external speakers across four sessions, including representatives from Pride in Diversity, Our Watch, White Ribbon, Western Sydney Women, SAGE National, and five Cohort 1 & 2 colleagues. High profile female speakers (e.g., DVC-S&P Professor Sharon Bell, Ms Libby Lloyd AM, and Professor Nareen Young) have delivered enlightening keynotes to an audience of 150+ staff, students, and guests attending from 10 universities, 11 community organisations and 17 organisational units, often engaging in passionate discussion on topics critical to advancing our gender equity objectives (Action 1.9).

MyVoice results indicated a high level of support for WSU’s approach to gender equity with widespread satisfaction: 87% agree that “gender equity is important” and 82% believe that “WSU is committed to achieving a gender diverse workforce”. Casual staff rated “diversity, fairness & equality” as WSU’s greatest strength. Gender equality messaging is working in STEMM, which rates most positively among work areas. However, there are important demographic differentiations: primary carers were consistently less positive than non-carers across all prompts, while staff selecting ‘other’ gender identifiers scored significantly below females/males (Figure 5.50 & Figure 5.51). Some reports of discrimination are also seen in PL-Survey results (see Section 5.3(iii)) and SGD-Surveys for LGBTIQ+ staff (see Section 6).

WSU’s identity as a highly diverse institution can challenge progress toward gender equity mainstreaming, with open-text SGD-Survey comments revealing some conflict between LGBTIQ+ staff and WSU’s multi-faith constituencies (Action 1.8).

Image 7. WSU female STEMM undergraduates engaged in the Women in Science and Engineering (WiSE) program, which offers employer visits, networking, workshops, mentoring and guess speaker series for SCEM, SoM, and SSH

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Image 8. Women Who Inspire calander 2016, Equal Pay Day 2017 and White Ribbon Day 2018

Table 5.7. Gender Equity Events and Networks, 2015-2017

WSU Gender & Cultural Diversity Events & Initiatives, 2015–2017

Celebratory & Awareness Raising Events Diversity Focus Participation

Title Activity Gender LGBTIQ Cultural Annual Av. Blaze: Working Women, Public Art exhibition at Whitlam √ - - - Leaders (2018 only) Institute Diversity Fest Cultural festival held at all - - √ 3,000 campuses Domestic Violence Poster Poster campaign √ - - 250 posters Campaign Equal Pay Day VC direct email campaign & All staff email + √ - - poster campaign 250 posters Equity & Diversity Calendar Calendar (print & online) √ - √ 1,000 + online International Day Against Rainbow flag flown at all Homophobia, Transphobia and campuses, BBQ event at √ √ - 60+ Biphobia (IDAHOTB) Kingswood campus IWD Breakfast Summary remarks, keynote & √ - - 90+ networking breakfast Respect. Now. Always. Awareness and positive √ √ - - intervention campaign Superstars of STEMM Screen displays at Chancellery √ - - - & all campus libraries Sydney Gay & Lesbian Mardi WSU Float √ √ - 100+ Gras Wear it Purple Day Visibility campaign √ √ - 100+ WGEA Employer of Choice for VC direct email campaign & √ - - All staff Gender Equality yammer discussion White Ribbon Day Info kits + screen displays at all √ - - 250 kits campus libraries Women of the West Awards Community-wide awards √ - - - ceremony Women Who Inspire Calendar Calendar (print & online) √ - - 700 + online (2016 only) Networks Frequency Diversity Focus Participation

Title F M Q Y AR Gender LGBTIQ Cultural Annual Av.

Ally Network - - - - √ √ √ - 190+ Gender UNLIMITED* Network - √ - - - √ - - 100+ RNA First Responders - - - - √ √ √ - 52 RNA Student Ambassadors - - - - √ √ √ - 45 SaGR Group - √ - - - √ √ - 14 Senior Women’s Group - - √ - - √ - - 100+

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Table 5.8. Regular WSU Gender Equity & Cultural Diversity Conferences & Seminars, 2015- 2017

WSU Gender & Cultural Diversity Events & Initiatives, 2015–2017

Conferences & Seminars Frequency Diversity Focus Participation

Title F M Q Y AR Gender LGBTIQ Cultural Annual Av.

Gender UNLIMITED* Seminar - - √ - - √ √ √ 120+ ICS Seminar √ - - - - √ - √ IWD E-MCA Showcases - - - √ - √ - - Senior Women’s Conference - - - √ - √ - - 90+ SaGR Seminar - √ - - - √ √ - International Human Rights - - - √ - √ - √ 300 Education Conference Advancing Community - - - - - √ - √ 250 Cohesion Conference OED Open Fora - √ - - - √ - √ 350+

Figure 5.50. Survey Response: Gender Diversity Value Prompts by Key Demographics (MyVoice 2018)

100 WSU 90

30 Proportion of respondents (%) respondents of Proportion

8888687888 88 89 66 83 89 81 88 55 77 83 79 84 40 70 81 0 GE important Supervisor supports GE WSU committed to diverse All genders recognised workforce

Female Male Non-binary Primary Carer Non-Primary Carer

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Figure 5.51. Survey Response: Active Prevention Prompts by Key Demographics (MyVoice 2018)

100 WSU 90

30 Proportion of respondents (%) respondents of Proportion

9290698690 81 86 56 74 83 67 75 42 60 70 67 75 58 74 83 0 Harrassment not tolerated Discrimination discouraged Bullying/abuse prevented Systems to prevent gender discrimination

Female Male Non-binary Primary Carer Non-Primary Carer

Section 5.4. Organisational Culture (i) Culture Issues Arising Actions Continued leadership from the Vice- Action 1.7 Chancellor and Senior Executive is Promote transparency and open dialogue regarding essential to maintaining and advancing gender matters. a strong culture of value around All staff access to VC via ‘Out and About’ Campus Day gender equity at WSU. initiative, wherein the VC will actively advocate for SAGE-

ASAP objectives. ‘Conversations with the Vice-Chancellor’ video to promote SAGE-ASAP to broad staff audience. Continued Executive involvement in Gender UNLIMITED* to demonstrate investment in gender equity. Pro-gender equality messaging is Action 1.9 having positive impact and should Raise the profile of gender equity at WSU. continue to increase awareness, open Institute Gender UNLIMITED* Seminar Series as ongoing dialogue, and encourage sincere WSU research series and undertake active Gender consideration of gender equity UNLIMITED* Network campaign to raise number of priorities across all WSU campuses. subscriptions and increase frequency of communications

(monthly). Expand IWD celebrations to all campuses. Finalise communications plan to raise staff awareness of SAGE-ASAP commitments and objectives. Attitudes to gender equity are not Action 1.8 uniform, and WSU’s diverse staff Extend Our Watch partnership benefits to staff. profile sometimes challenges progress. Extend Our Watch training in sexual assault and harassment primary prevention to all staff.

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(ii) HR Policies

WSU has a comprehensive suite of policies addressing equality, dignity at work, bullying, harassment, grievance and disciplinary processes. All policies include definitive statements concerning EEO and GE objectives. Policies are reviewed regularly by OHR, OED, and VC-GEC and revised as required (e.g., bullying and discrimination processes are in review by OGC with intent to shorten resolution timeframes).

All draft policies are published on the Policy Document Delivery System (DDS), which offers capacity for staff to suggest changes and where major policy changes are considered, OGS consults with NTEU and WHS representatives before approval by Executive.

(iii) Proportion of heads of School by gender

Females represent 38% of STEMM Deans and Directors compared with only 20% in non-STEMM (Figure 5.52). There is no succession planning for Deans/Directors at WSU (Action 3.7), however STEMM female occupancy of positions providing valuable skill-building for future potential appointments to Dean/Directorships is below parity, compared with strong non-STEMM female representations (Figure 5.53, Action 3.6).

“Job-share opportunities in management roles” (female academic, PL-Survey) – Action 3.7

Figure 5.52. Deans and Directors Gender Balance by Work Area, 2015-2017

100% 555544 90%

80%

70%

60%

50%

40% Number of Staff (#) 30%

20%

10% 333111 0% 2015 2016 2017 2015 2016 2017 STEMM Non-STEMM

FemaleMale Female Male

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Figure 5.53. Deputy Deans and Directors of Research, HDR, Engagement & International

100% 33312310121211139

90%

80%

70%

60%

50%

40% Number of Staff (#)

30%

20%

10%

1124336118121312 0% 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 STEMM Non-STEMM STEMM Non-STEMM Deputy Dean Director of Research, HDR, Engagement & International

FemaleMale Female Male

ACTION SUMMARY – Section 5.4. Organisational Culture (iii) Proportion of Heads of School by Gender Issues Arising Actions No succession planning for Deans & Action 3.7 Directors. Develop coordinated and planned approach to succession Planning. Identify emerging leaders and map programs of individualised support against existing leadership capabilities. Process to account for all ‘mission-critical’ positions and begin with Senior Executive. Succession planning processes to include opportunity for part-time staff and staff on flexible working arrangements. STEMM positions that provide Action 3.6 opportunity for skill development Support STEMM senior women to develop leadership toward future Dean/Directorships are capacity. predominantly held by men. Embed Senior Women’s Group as an integral part of WSU culture. Senior Women’s Group activities to focus on building professional confidence and leadership capability.

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(iv) Representation of men and women on senior management committees

Senior committee membership is by appointment, election, and ex-officio membership. Gender balance for all senior committees is mandated at 40% (GE-Procedures, C15; ASA, C53.5; PSA, C62.5). Two committees fall short of targets (orange, Table 5.9, Action 1.5). Several committees are over target (crimson, Table 5.9).

Table 5.9. Female Representation on Senior Committees, 2018

Representation on Senior Committees, August 2018

Board Committees

Committee Total (n) Vacant (n) M (n) F (n) F%

Board of Trustees 18 0 7 11 61.1 Board Executive Committee 5 0 2 3 60.0 Audit and Risk Management 5 0 3 2 40.0 Finance and Investment 7 0 4 3 42.9 University Infrastructure 8 0 5 3 37.5 Foundation Council 16 0 10 6 37.5 Total Board Committees 59 0 21 22 47.5

Senate Committees

Committee Total (n) Vacant (n) M (n) F (n) F%

Academic Senate 48 0 26 22 45.8 Executive of Senate 7 2 0 5 71.4 Academic Planning and Courses Approvals 23 0 12 11 47.8 Assessment 17 0 9 8 47.1 Education 23 0 11 12 52.2 Research 22 0 10 12 54.5 Research Studies 20 0 10 10 50.0 Learning and Teaching Technologies Advisory Group 19 0 7 8 42.1 Total Senate Committees 181 2 85 96 53.0

Total Senior Committees 240 2 116 124 51.7

ACTION SUMMARY – Section 5.4. Organisational Culture (vii) Representation of Men and Women on Influential Institution Committees Issues Arising Actions Below mandated female Action 1.5 representation for Infrastructure Enable adherence to and increase accountability for Committee and Foundation Council. gender equity policy and procedure. Enforce GE-Policy KPIs, including mandated Executive committee constitution, even in male-dominated organisational units.

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(v) Representation of men and women on influential institution committees

As with Senior Committees, APC and VC-GEC Chairs are ex-officio by portfolio, and are separated from counts. Females are overrepresented in School Committees (crimson, Table 5.10) with only SCEM School Committee below the mandated ratio (orange, Table 5.10, Action 1.5)

Table 5.10. Representation on Influential Committees, August 2018

Representation on Influential Committees, August 2018

University Committees

Committee Chair (M/F) Total (n) M (n) F (n) F%

Academic Promotions Committee F 9 5 4 44.4 VC’s Gender Equality Committee M `13 5 8 61.5 Total University Committees 24 10 14 58.3

School Academic Committees

Committee Chair (M/F) Tot. M F % F

Business (SoB) F 20 10 10 50.0 Computing, Engineering & Mathematics (SCEM) F 31 22 9 29.0 Education (SoE) F 22 4 18 81.8 Humanities & Communication Arts (SHCA) F 21 9 12 57.1 Law (SoL) M 27 10 17 62.9 Medicine (SoM) F 14 4 10 71.4 Nursing & Midwifery (SNM) M 24 1 23 95.9 Science & Health (SSH) M 26 12 14 53.8 Social Science & Psychology (SSAP) M 27 8 19 70.4 Total School Committees 212 80 132 62.3

Total Influential Committees 236 90 146 61.8

ACTION SUMMARY – Section 5.4. Organisational Culture (vii) Representation of Men and Women on Influential Institution Committees Issues Arising Actions Below mandated female Action 1.5 representation for SCEM Executive Enable adherence to and increase accountability for Committee. gender equity policy and procedure. Component 1.5.1. Enforce existing GE-Policy KPIs, including mandated School Executive committee constitution, even in male-dominated organisational units.

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(vi) Committee workload

Committee workload is governed by a University Work Plan Policy. Allocations defer to School/Institute/Unit-based decisions (within stated minimums, Table 5.11).

Table 5.11. Committee Workload Allocations, 2017

Committee Workload Allocations, 2017

Committees

Category Workload Allocation

University Governance 5% School/Unit Committees 2-5% School/Unit Subcommittees 2-5% WHS Committee 2–5% School Work Plan Committee 2-5%

HREC Committees

Category Chair Deputy Member

HREC 20% 10% 5% Low and Negligible Risk HREC 20% 10% 5%

Special Representations

Category Workload Allocation

Disability Coordinator 5% Health & Safety Representative 2–5%

(vii) Institutional policies, practices, and procedures

OED and VC-GEC are key stakeholders for all major policy developments and reviews at WSU and have the capacity to contribute at all stages of the policy lifecycle. Equitable practice is monitored by OED, who advise, mediate and intervene where necessary. Concerns are referred to the VC-GEC for review. SAGE has instigated further oversight across WSU governance, resulting in changes to policy, practice and procedure to enhance gender equity.

Staff are encouraged to provide feedback on all policy documents. MyVoice responses show that 63% of staff agree “there are clear policies and procedures for how my work is done” and 61% report they are “encouraged to give feedback about things that concern [them]”. However, only half (50%) rate WSU processes positively. Professionals (+10%) and STEMM (+7%) were more positive than academics and non-STEMM staff. Similar trends appeared regarding staff involvement in everyday decision making, suggesting low staff awareness of their capacity to contribute to WSU procedure (Action 2.12).

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ACTION SUMMARY – Section 5.4. Organisational Culture (vii) Institutional Policies, practices & procedures Issues Arising Actions Need to improve academic staff Action 2.12 awareness of capacity to contribute to Raise awareness of existing support mechanisms. policy development. Devise comprehensive communications strategy for existing staff entitlements, services and resources, including staff rights to contribute to policy and procedure.

(viii) Workload Model

Academic workload models are governed by a tiered policy process, comprising University Work Plan (UWP) Policy, School Work Plan (SWP) Policy, and Individual Work Agreements (IWAs). Central UWP is determined by a Committee (UWPC), renewed annually and approved by the NTEU, and forms the basis of all SWP Policies, which then underwrite all IWAs, which are negotiated between academic staff and supervisors.

Both UWP and SWPs describe allocation considerations for research, teaching, and governance, and:

account for staff career aspirations (UWP, C1.1) are equitable, transparent and collegial (UWP, C1.2) monitor equitable distribution of workloads (UWP, 2.2) provide opportunities for scholarship development (UWP, C3.2) are reviewed annually by Deans, Directors and DAPs (UWP, C2.4)

Academic teaching loads have mandated maximums for weekly face-to-face teaching, small group EFTSL, and marking (ASA, C23.5).

Academic research achievement impacts workload allocations. Through consultation, staff are designated into one of three “research profiles” which attracts a ranged research allocation:

Scholarship or Developing (15–20%) Substantial Research (20–40%) Research Leader or Mentor (40–60%)

These designations are determined triennially and account for career breaks.

No centrally located data is available to determine adherence to policy conditions. More fulsome data for load distribution is required to properly investigate staff concerns for workload manageability (Action 1.3). Overview MyVoice data suggests some associations across work area, gender, and academic level: STEMM staff and non-primary carers show somewhat greater satisfaction (Figure 5.54). SSH staff and Levels B-D score particularly low on workload manageability (Figure 5.55, Action 2.8).

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Figure 5.54. Survey Responses: Staff Satisfaction with Workload by Key Demographics (MyVoice 2018)

90%

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff 30%

20%

10%

42% 38% 31% 42% 46% 30% 49% 35% 44% 0% WSU STEMM Non-STEMM Female Male Academic Professional Primary Carer Non-Primary Carer WORK AREA GENDER EMPLOYMENT TYPE CARING STAUTS

Figure 5.55. Survey Responses: Staff Satisfaction with Workload by STEMM Area & Academic Level (MyVoice 2018)

90%

WSU

80%

70%

60%

50%

40% Staff satisfaction (%) satisfaction Staff

30%

20%

10%

55% 42% 36% 45% 41% 30% 46% 24% 23% 20% 40% 0% HIE MARCS SCEM SoM SNM SSH A B C D E STEMM UNIT ACADEMIC LEVEL

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ACTION SUMMARY – Section 5.4. Organisational Culture (viii) Workload Model Issues Arising Actions No centrally located data to track Action 1.3 gender equity across IWAs. Streamline SAGE data management processes. Differentiated MyVoice results require Component 1.3.4. Annual reporting by EDWPs to include further investigation. gender parity analysis of IWA load distribution (see Section

5.4(xii). SSH and Levels B-D show least Action 2.8 satisfaction for workload Introduce “gender load equity” gap analyses and devise manageability. strategies to mitigate impacts.

Deans to submit annual “gender load equity” gap analyses of IWAs (modelled on gender pay gap analyses) that identify potential patterns of disadvantage for female staff or primary carers. For instances where significant (≥5%) gaps exist, EDWPs will establish clear strategic priorities to reduce gaps and mitigate impact on gender equity.

(ix) Timing of Institutional Meetings and Gatherings

Core hours of work for professional staff and all committees are 9.30am–3.30pm, Monday to Friday. No core hours are set for academic staff, but FWFR survey results demonstrate broad satisfaction with the timing of work-related activity indicating 62% satisfaction.

(x) Visibility of role models

WSU does not track gender ratios for speakers and chairs at seminars, workshops and other activities (Action 1.3), but employees responsible for organising University functions, meetings, conferences, workshops or other events are directed by policy to:

achieve gender balance in relation to speakers, other presenters and special guests; organise event details with regard to possible GE impacts on target audiences; and consider GE when preparing advertising material (GE-Procedures, C58).

WSU’s new brand (launched 2015) interpellates its diverse population, featuring a cross-section of staff/students of all cultural backgrounds. Women regularly feature in STEMM collateral, all STEMM Academic Units depict female staff/students conspicuously online, and SSH display video profiles of female students prominently on their website. Role modelling remains most challenging in contexts of lowest female representation (e.g., SCEM), though the recently- established Women in the Built Environment initiative is making inroads by drawing external industrial, community and government partners together with female Construction Management students and ECA/ECRs (Action 3.4).

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ACTION SUMMARY – Section 5.4. Organisational Culture (x) Visibility of role models Issues Arising Actions No tracking of gender ratios for Action 1.3 seminars, workshops and other Streamline SAGE data management processes. activities. Component 1.3.4. Annual reporting by EDWPs to include

gender ratios (participant and audience) for in-house seminars, workshops and other activities (see Section 5.4(xii). Low representation of female Action 3.4 academics in male-dominated areas Increase the visibility of role models for ECA/ECR staff. (e.g., SCEM) poses challenges to in- Component 3.4.2. Initiate international support network of person, direct role-modelling. active construction management researchers with a view to providing support and building capacity for female academics in SCEM.

(xi) Outreach activities

WSU staff engage in vast amounts of outreach, which is self-recorded by outreach-active staff on a Tracking and Improving Community Engagement (TICE) database. Individualised TICE reports are required components of promotions applications, thus incentivising staff to populate with their activity, though TICE is incomplete (Action 1.3).

Females perform more outreach than males, especially for NGO partnerships and schools engagements (Figure 5.56). Outreach work is highly gendered in STEMM, wherein females outnumber males for all engagements except WSU’s schools Academic Speakers Program. Given the importance of Leadership, Service and Engagement in WSU’s renewed promotions process, this is a potentially positive outcome for women.

Image 9. SCEM staff particplation in outreach (from Left: inaugural Women in the Built Environment (WiBE) staff and community breakfast, Women of Wisdom (WoW) undergraduate support program, and Women in Engineering (WiE) “Experience IT” event for female high school students

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Figure 5.56. Staff Participation in Outreach Activities by Engagement Type, 2015-2017

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Business 10 17

Community 99 48

Government 16 8 WSU NGOs 30 6

Schools (Independent Academic Work) 39 6

Schools (WSU Academic Speakers Program) 28 28

Business 1 1

Community 63 23

Government 8 6

NGOs 7 3 STEMM

Schools (Independent Academic Work) 7 5

Schools (WSU Academic Speakers Program) 6 9

STEMM-Specific 27 13

Business 8 16

Community 26 24

Government 6 1

NGOs 22 3 Non-STEMM

Schools (Independent Academic Work) 29 0

Schools (WSU Academic Speakers Program) 13 7

Female Male

ACTION SUMMARY – Section 5.4. Organisational Culture (xi) Outreach Issues Arising Actions Outreach data tracking relies on self- Action 1.3 reporting on TICE and is most likely to Streamline SAGE data management processes. be completed by those applying for Component 1.3.4. Annual reporting by EDWPs to include data promotion. on the gender balance of outreach activity in all academic units. SAT and OED to develop standard mechanism for reporting (see Section 5.4 (xii)).

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(xii) Leadership

To support local implementation and the future development of School/Institute-based Silver Awards, WSU will install formal mechanisms within all Academic Units:

1. Continued representation on SAGE SAT 2. Standing item for ‘Gender Equity’ instituted at all Executive Committee meetings (Action 1.2) 3. Equity and Diversity Working Parties (EDWPs) established against a series of operational principles, one for each School and one combined Working Party for STEMM-RIs (Action 1.2) 4. Deans/Directors of Academic Units will lead EDWPs and report on GE-Policy KPIs and SAGE-ASAP objectives (Figure 5.57, Action 1.5), with overviews reported to VC-GEC, Executive, and BoT (Action 1.6).

Figure 5.57. Gender Equity Reporting Line, 2019-2023

Ongoing collection and analysis of School-based data will enable both top-level and local tracking against SAGE-ASAP objectives and provide necessary insight for future School/Institute-based Silver Awards (Action 1.3). EDWPs will be charged with determining root causes for female progression disruption at priority areas in their local contexts (Action 1.2, see also Section 4.1). Effective EDWP progress will be supported by OED and SAGE-SAT. Centralised administrative support for EDWPs will be provided and members will receive workload allocations for participation (Action 1.2).

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ACTION SUMMARY – Section 5.4. Organisation and Culture (xii) Leadership Issues Arising Actions Formal mechanisms must be installed Action 1.2 within Academic Units to ensure Develop and implement organisational structure to ensure effective delivery of the SAGE-ASAP effective delivery of SAGE-ASAP objectives. and relevant implementation within Establish highly-trained Equity & Diversity Working Parties local contexts. Coherent and efficient (EDWPs) within Academic Units and institute Gender Equality as centralised processes required for the standing item on all Executive Committees, with SAT and OED collection, analysis, distribution and to provide training and advice for EDWP members and to tracking of local staff occupancy data. facilitate information sharing across EDWPs. EDWPs to Executive leadership and SAT/OED determine systemic causes for female progression disruption at support required to ensure effective priority areas in their local contexts (see Section 4.1) and and flexible local implementation identifying implementation priorities across the SAGE-ASAP. strategies. Action 1.3 Streamline SAGE data management processes. Provide local-level data to EDWPs via central data repository and devise standardised mechanism for additional EDWP data collections. Action 1.5 Enable adherence to and increase accountability for gender equity policy and procedure. Enforce GE-Policy KPIs at local levels. Deans/Directors to lead EDWPs and visibly invest in gender equity in local contexts. Action 1.6 Institute annual reporting on gender parity data. Annual synthesis of local gender parity data and progress toward GE-Policy KPIs and SAGE-ASAP provided by EDWPs to SAGE and OED, with VC-GEC, Executive, and BOT to receive summarised reports for oversight.

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6. SUPPORTING TRANS AND GENDER DIVERSE STAFF

Image 10. WSU is proud to take part in Sydney’s Gay and Lesbian Mardi Gras Parade, championing the lead for inclusion and equality across our campuses.

(i) Current Policy and Practice

WSU is highly invested in LGBTIQ-inclusion and in 2018 received its second consecutive Bronze Employer Award from the Australian Workplace Equality Index (AWEI).

WSU was among first Australian universities to introduce a long-term, whole-of-institution strategy to support sexuality and gender diverse staff/students. The Sexualities and Gender Diversity Strategy 2017–2020 (SGD-Strategy) is informed by consultation with key university stakeholders, including gender diverse staff/students, WSU’s Queer Collective and Ally Network, and was benchmarked against the LGBTI Uni Guide and AWEI to determine appropriate goals and actions. It commits us to:

build a culture that is demonstrably equitable, inclusive and safe for gender diverse staff/students demonstrate that WSU promotes and respects equal opportunity for LGBTIQ individuals.

Rights to respect, protections, and freedom from discrimination for trans and gender diverse people are specified in various policies and WSU’s Code of Conduct. WSU’s GE-Policy and GE- Procedures also make explicit reference to trans and gender diverse staff/students across

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actions, goals, and KPIs. These guidelines include reference to the use of appropriate pronouns or titles to refer to gender diverse peoples (C52), though no formal policy exists (Action 1.9).

Compulsory online Equal Opportunity training includes content about LGBTIQ discrimination, harassment and bullying, relevant supports and LGBTIQ content is delivered at all Orientation sessions. Face-to-face workshops for supervisors/managers have been in place since 2018.

Our Ally Network currently reports 190+ members, is heavily involved in advocacy, and won the VC’s Excellence Award for Engagement and Sustainability in 2017. Cultural events are held regularly to raise LGBTIQ visibility, including WSU’s annual Mardi Gras float, which involves 100+ representatives each year, including Professor Barney Glover – the first Vice- Image 11. “We have a float in the Mardi Gras which the VC was on ... Yeah, so Chancellor to do so (Error! that's a strong statement of inclusion I think from the top” Reference source not (male staff, SGD Survey). found.).

Further actions currently in place to protect LGBTIQ staff and students at WSU include:

Queer Rooms (LGBTIQ safe spaces) Queer Collectives Non-binary “Other” identifier on HR systems Confidential support for staff/students in transition LGBTIQ-inclusive advice on OED’s website Compulsory student training in gender diversity awareness Unisex bathrooms at most campuses.

(ii) Review

A 2018 SGD-Strategy review indicates strong progress toward objectives, particularly with respect to: strategic frameworks, monitoring/reporting; demonstrable Executive support for LGBTIQ-inclusion; inclusive policies and services, and; visible cultural events. Surveys conducted over 2017-2018 showed that a majority of responding staff/students consider WSU to be ‘genuinely supportive’ of LGBTIQ-inclusion. However, some reported LGBTIQ-related adverse experiences, with a small number of serious incidents. The surveys clearly showed that LGBTIQ staff/students, irrespective of severity or prevalence, these experiences significantly impact their

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wellbeing. Lack of understanding of where to go for relevant information or support was also apparent (Action 1.4).

(iii) Further Work

Despite WSU’s strong strategic framework around LGBTIQ-inclusion, staff who selected the gender identifier “Other” (n=45) in MyVoice 2018 were less likely to respond positively to questions regarding diversity (-27%), involvement (-19%), career opportunities (-14%), wellness (-23%) and work/life balance (-30%). More investigation is required to determine the underlying factors contributing to staff dissatisfaction in these areas (Action 1.4 & 1.9).

“I hide my gender and sexuality from everyone. No one at all knows and in doing so I avoid all the repercussions that goes with that. As a staff member, there are no people/clubs/societies/divisions/units available” (trans male staff, SGD-Survey) – Action 1.4

A Transition Policy has been drafted by OED but not yet formalised. A high-level process map and ‘Return to Work Checklist’ should also be implemented to support staff in transition (Action 1.10).

ACTION SUMMARY – Section 6. Supporting Trans and Gender Diverse Staff Issues Arising Actions WSU does not yet have a Transition Action 1.10 Policy or associated processes in place Improve tangible supports for trans and gender diverse to support staff who wish to transition. staff. No formal protocol exists for Devise and implement a gender transition policy through appropriate use of gender pronouns or consultation with Pride in Diversity and openly communicate preferred naming across the support for staff who wish transition. Expand inclusive gender University, which risks negative impact pronoun protocols across the University. on staff wellbeing due to dead naming and inaccurate pronoun attribution. Staff who identify as non-binary Action 1.4 gendered demonstrate lower wellness, Conduct survey of at-risk staff identified by MyVoice 2018. involvement, work/life balance and OED to survey staff who identify as gender diverse to positivity toward career opportunities determine potential systemic factors contributing to lower than staff who identify as either male or MyVoice responses and other reports of adverse experiences female. LGBTIQ staff also report at work. adverse experiences that impact their

wellbeing. Action 1.9 Improve tangible supports for WSU’s culturally diverse community. Component 1.9.2. Raise the profile of gender equity at WSU. Institute ‘Equal Opportunity Officers’ within each Academic Unit to advocate for equity for staff who are parents/carers, Aboriginal and Torres Strait Islanders, trans and gender diverse, staff with disability and staff whose first language is other than English.

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7. INTERSECTIONALITY

Image 11. Clockwise from top left: 3,000 Students and Staff Celebrate Diversity Fest in 2018, Welcome to Country and visiting delegates for the 9th International Conference of Human Rights Education Conference, Diversity Calendar 2019

(i) Current policy and practice

WSU staff diversity data is populated voluntarily on HR systems and MyVoice and almost certainly under-reports true representations. Available statistics nonetheless show high diversity among staff (Table 7.1 & Table 7.2).

WSU is committed to enabling staff/students to reach their full potential irrespective of nationality, religion, sexual orientation, age, occupation, educational background or disability. The lead agency on E&D matters is OED, who work in partnership with staff, students, and the wider community to promote equitable and inclusive practices across the organisation. OED is led by Professor Sev Ozdowski AM, former Australian Human Rights Commissioner and Disabilities Discrimination Commissioner and current Chair of the Australian Multicultural Council. Six OED Managers and Senior Project Officers are dedicated to matters of gender, LGBTIQ, disability, and cultural and linguistic diversity. OED:

develop policy, strategy and guidelines oversee key processes (e.g., staff recruitment, Academic Promotions, ADP) to manage equity compliance and best-practice coordinate/deliver E&D staff training coordinate/deliver inclusivity initiatives engage the WSU community in E&D conferences and seminars

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Existing relevant policies are wide-ranging, including a suite of HR anti-discrimination policy, a Respect and Inclusion in Learning Policy, comprehensive Accessibility Action Plan 2018-2020, and a multi-religious, multicultural, and accessible Guidelines for Addressing Cultural Issues at University Events (Action 1.1). WSU also offers 10 additional Personal Leave days for participation in cultural/religious ceremonies/events and 10 days Domestic and Family Violence Leave.

Table 7.1. WSU Staff Diversity Statistics (HR Systems), 2015-2017

WSU Staff Diversity (HR Systems), 2015–2017

Academic Staff Professional Staff

Equity Group 2015 2016 2017 2015 2016 2017

Aboriginal and/or Torres Strait Islander 2% 2% 2% 3% 4% 4% Language first spoken as a child not English 30% 32% 32% 19% 20% 20% People with a disability 7% 7% 7% 8% 8% 8% People with a disability requiring adjustment at 2% 2% 2% 3% 2% 2% work

Table 7.2. WSU Staff Diversity Statistics (MyVoice, 2018)

WSU Staff Diversity (MyVoice 2018)

Continuing/Fixed-Term Staff Casual Not Not Equity Group Yes No Yes No Selected Selected Aboriginal and/or Torres Strait Islander 4% 93% 3% - - - Language first spoken as a child not English 22% 71% 7% - - - People with a disability 3% 93% 4% - - - People with a disability requiring adjustment at 1% 95% 4% - - - work Gender identity ‘Other’ 2% 90% 8% 1% 86% 13% + 55 years age 18% 72% 10% 19% 67% 14%

(ii) Review

WSU’s Accessibility Action Plan is registered with the Australian Human Rights Commission and receives regular oversight, including annually by the Executive and BoT. The VC-GEC provide oversight for all other relevant intersectional issues.

(iii) Further work

Despite the considerable work undertaken by WSU to support staff impacted by intersectional factors, 2018 MyVoice results show varying levels of success. When compared with the full WSU cohort, staff who identified as having a disability (n=74) were less likely to respond positively to questions regarding diversity (-19%), involvement (-23%), career opportunities (-22%), wellness (-23%) and work/life balance (-22%), while staff who indicated that English is not their first language (n=490) and staff aged over 55 years (n=411) responded positively to the same prompts as often as staff who did not (±7%). More work needs to be done to determine the

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specific needs of WSU staff at risk of compound disadvantage, especially those with disability (Action 1.4 & 1.9).

ACTION SUMMARY – Section 7. Intersectionality Issues Arising Actions While anti-discrimination and anti- Action 1.11 racism clauses are embedded Improve tangible supports for WSU’s culturally diverse throughout WSU policies and community. guidelines, WSU does not yet have a Through consultation, devise, formalise and implement specific Cultural Diversity Policy in Cultural Diversity Policy, followed by Cultural Diversity place to protect the rights of staff of Strategy and Action Plan. culturally and linguistically diverse backgrounds. Negative responses to MyVoice 2018 Action 1.4 survey highlight concern for staff Conduct survey of at-risk staff identified by MyVoice 2018. wellbeing for those with disability. OED to coordinate an anonymous, confidential survey to determine possible additional support mechanisms for staff with disabilities.

Action 1.9 Improve tangible supports for WSU’s culturally diverse community. Component 1.9.2. Raise the profile of gender equity at WSU. Institute ‘Equal Opportunity Officers’ within each Academic Unit to advocate for equity for staff who are parents/carers, Aboriginal and Torres Strait Islanders, trans and gender diverse, staff with disability and staff whose first language is other than English.

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8. FIRST PEOPLES

Image 12. Some of WSU's Elders on Campus, Top row from left: Uncle Harry Allie, Aunty Thelma Quartey, Aunty Noeline Briggs-Smith OAM, Uncle Ivan Wellington. Bottom row from left: Aunty Sandra Lee, Aunty Edna Watson, Uncle Greg Simms.

(i) Current policy and practice

Our PVC-Aboriginal and Torres Strait Islander Leadership and Engagement and Office of Aboriginal and Torres Strait Islander Employment and Engagement (OATSIEE) take stewardship of First Peoples matters. In keeping with WSU’s core principles, First Peoples also sit on BoT, Academic Senate, Senate Education Committee, the Executive, and across all senior management forums.

WSU Elders, Leaders, and Cultural Advisors from Greater Western Sydney also volunteer their expertise and time across the OATSIEE Advisory Board and Elders on Campus program. Our Elders program provides important cultural support across leadership, mentoring, workplace relations, research, and teaching and is among the most substantial in Australia.

Approximately 1.9% of staff identify (to WSU) as being of Aboriginal and/or Torres Strait Islander heritage. Of these, 66% are female and 19% work within STEMM. Our 2017 ASA commits WSU to achieving ambitious employment targets that exceed First Peoples’ representation in our broader population, enumerated in an Aboriginal and Torres Strait Islander Employment Strategy. The Strategy also ensures individual professional development and career-related personal development for all First Peoples staff. Moreover, the Strategy requires (and commits supports for) all staff to respect a set of guiding principles:

1. Respect and consideration for First Peoples cultural, social and religious systems 2. Recognition that First Peoples knowledges provide a significant contribution to all other bodies of knowledge 3. Acknowledgement of the scholarship that First Peoples bring to WSU

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4. Acknowledgement that First Peoples participation of in cultural/ceremonial activities enhances employee effectiveness 5. Recognition that a supporting working environment for First Peoples requires the redress of past social injustice, exploitation and inequity 6. Encouragement of First Peoples in determining their own career strategies, goals and objectives (in consultation with supervisors).

The integration of the knowledges and values of First Peoples into SAGE work is critical and has been carefully considered throughout our process. Active awareness of the importance of First Peoples cultural advocacy has underpinned all SAGE analysis and contributed to SAGE-ASAP planning.

(ii) Review

OATSIEE undertake consultation and review and report annually to the BoT and Executive. A Consultative Committee monitors the implementation and progress of the Employment Strategy.

(iii) Further work

MyVoice results showed mixed results, with staff who identified as Aboriginal and/or Torres Strait Islander (n=81) responding positively as often as staff who did not to questions of diversity, career opportunities and wellness (±4%), but less positively to involvement (-12%) and work/life balance (-13%). While these differentiations are less than for our gender diverse staff and staff with disabilities (see Sections 6 & 7), these responses are of concern (Action 1.4, 1.9 & 1.11).

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ACTION SUMMARY – Section 8. First Peoples Issues Arising Actions Negative responses to MyVoice 2018 Action 1.4 survey highlight concern for staff Conduct survey of at-risk staff identified by MyVoice 2018. wellbeing for those with disability. OED to coordinate an anonymous, confidential survey to

determine possible additional support mechanisms for staff with disabilities. Negative responses to MyVoice 2018 Action 1.11 survey highlight concern for Aboriginal Improve tangible supports for WSU’s culturally diverse and Torres Strait Islander staff feelings community. of enfranchisement in the University More investigation is required to provide a robust and community and work/life balance. considered response to the question of involvement and more

investigation is required to determine potential underlying issues around work/life balance. Action 1.9 Improve tangible supports for WSU’s culturally diverse community. Component 1.9.2. Raise the profile of gender equity at WSU. Institute ‘Equal Opportunity Officers’ within each Academic Unit to advocate for equity for staff who are parents/carers, Aboriginal and Torres Strait Islanders, trans and gender diverse, staff with disability and staff whose first language is other than English.

9. FURTHER INFORMATION

A restructure of WSU’s organisational units is planned for 2020. Some SAGE Action Planning, implementation and success measures will require revision and realignment.

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10. ACTION PLAN

128 10. ACTION PLAN SAGE-ASAP: SAGE Athena SWAN Action Plan, April 2019 – March 2023

Vision & Context WSU’s SAGE Athena Swan Action Plan (SAGE-ASAP) is structured into components which reflect need across the varying stages of an academic Work Life Cycle as well as the governance and operational changes required to ensure successful implementation and long-term cultural change. It acknowledges the changing needs of women throughout their work lives, envisaging a continuum of engagement & support from first experience with Higher Education through to academic appointment, progression, & post-retirement. The SAGE-ASAP conceptualises an academic career as part of a total life cycle with evolving needs, identifying critical constraints and potential enablers. The SAGE-ASAP also recognises that the WSU experience will be but one part of a woman’s career path and so aims to build a continuum that aligns with pre- and post-WSU engagement. It also recognises the role and contribution of alumni and older retired women, their accumulated expertise, and their capacity to give back to the academy.

1. Addressing the Institutional Framework Action Plan Headings A. Action Plan Implementation & Oversight B. Leadership & Accountability Action: Description of action item. C. Culture, Communications & Inclusivity Action Components: Specific tasks contributing to action. P: Priority. 1 = High; 2 = Medium; 3 = Low. 2. Securing Career Opportunity Objective: Purpose of individual action components. A. Recruitment & Induction Groundwork: Past actions taken. B. Career Development Leads: WSU staff who hold responsibility for outcomes. C. Promotions Timeline: Quarter (Q) & year by which items are expected to be

completed & measurable. 3. Supporting Growth Across the Academic Life Cycle A. Inspiring Capacity: Building the Future Through the Student Body Success Indicator: How progress against each action will be B. Supporting Capacity: Targeted Supports across Academic measured. Progression Ref: related section within WSU Bronze Award application. C. Supporting the Whole Person: Parents, Carers, & Flexible Workers

138 SAGE-ASAP: WSU SAGE Athena SWAN Action Plan, April 2019 – March 2023

1. ADDRESSING THE INSTITUTIONAL FRAMEWORK: STRUCTURAL INTERVENTION

A. ACTION PLAN IMPLEMENTATION & OVERSIGHT

Rationale: Ensuring that the SAGE-ASAP is deliverable & implementable across WSU requires strong SAT leadership, tangible support from the University Executive, robust structures for local implementation, & clear lines of reporting on priorities & objectives. Stability of the SAGE-SAT is paramount to maintain momentum, retain expertise, & ensure capacity for continued quality leadership in SAGE-ASAP priority areas. Current systems for collecting & synthesising SAGE data require improvement to ensure ongoing tracking against SAGE-ASAP objectives.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

1.1. Maintain & embed 1.1.1. Establish SAGE-AL as competitive internal 1 Maintain SAT leadership & SAGE-AL appointed by 0.5FTE workload SAT leadership & appointment. direction DVC-A 2015. compensation provided. 0.5 FTE workload compensation SAGE-AL succession 2nd SAGE-AL expertise 3-years per term, with 2-term limit planning VC advertised & appointed New SAGE-AL handover should comprise at least 2x Effective leadership Position

SAT meetings. handover when advertised Q4 0.5FTE, 2019Q2 appropriate 3 (iii) pg 14-16, 26 1.1.2. Convert SAGE-PO role to Project Coordinator. 1 Ongoing project SAGE-PO appointed at HEW SAGE-PO converted to HEW 7, 1.0 FTE coordination, including 6/4, 0.6FTE April 2017. SAGE-PC, fixed-term Fixed-term, 3-year position. continued SAT SAGE-PO role to HEW 6/4, position. management & strategic 1.0FTE May 2018. New DVC-A direction SAGE-PC role advertised Q2 2019 Maintain momentum March 2019. 3 (iii) pg 26 post-submission 1.1.3. Convert SAT membership to 2-year term with 2-term limit, with annual review of SAT composition. 1 Responsive adjustment of SAT membership reviewed Annual SAT project staff resourcing February 2018. membership review 2019 SAT will comprise Executive representation from Rotation of SAT completed. OHR, OED & TLD, non-Executive representation from responsibilities to enable Academic Units, professional staff representation from shared opportunity for

key GE initiatives (e.g., Engaged Parents Network, input SAGE-AL Respect. Now. Always., STEMM Pre-Pipeline Outreach), end Q1 2023 & at least two casual staff representatives (one (iii)3 pg14-16, 26 2021, Term2021, 2: Q2 2021– professional, one sessional academic). Term 1: Q2 2019–end Q1

1.1.4. Revise SAT ToR to reflect: Maintain SAT momentum SAT ToR established Revised SAT ToR

1 post-submission September 2016. Minimum approved by VC-GEC. maximum 25-person membership, with minimum Provide clear avenue for representations achieved, representations maintained, in keeping with WSU staff CALD, LGBTIQ, & First 2016-2019. Meeting schedule SAT membership diversity: 45% male; 30% CALD; 10% LGBTIQ; 5% First representative of WSU SAGE-AL

Peoples staff to upheld as planned. from 2019 Peoples staff demographic 3 (iii) pg 26 communicate concerns Workload compensation for Triennially Q2, around gender equity EDWP members approved profile. 139 bi-monthly meetings, with to monthly in 12 months Ensure consistent cross- by Executive November prior to renewal of Bronze Award or application to communication with 2018. EDWP structure SAT functioning as effective management Silver Award Academic Units approved by Executive team for SAGE-ASAP. 1-2% workload compensation for academic SAT March 2019. members (3% if co-constitutive of EDWPs, see Action 1.2) Regular reporting on SAT activity by co-constitutive EDWP members via standing items on all School & Institute Executive Committees (Action Component 1.2). 1.1.5. Revise SAT reporting structure to include direct 1 Ensure clear lines of Revised structure drafted Reporting structure consultation with EDWPs (see Action 1.2) & reporting responsibility March 2019. finalised & in place. organisational units responsible for delivery of for all organisational units SAGE-ASAP objectives. & EDWPs responsible for Q2 2019 SAGE-AL

developer of SAGE-ASAP 26pg14-16, objectives (iii),3 (xii) 5.4 1.1.6. Employ casual Project Assistant (HEW 5/1) to support 1 Ensure workload 330 hours (total) casual SAGE resourced in line ongoing SAGE initiatives & development of Bronze manageability for SAGE- support provided for SAGE & with projected Award renewal. AL & SAGE-PC at peak Gender UNLIMITED* in 2018. requirements. Provision of 100 hours annually (2019-2021) with to periods 300 hours in 2022 for application support. Provide adequate support Q2 2019

for SAGE initiatives, / DVC-A VC

including Gender (iii)3 pg14-16, 26 UNLIMITED* 1.2. Develop & 1.2.1. Establish highly trained Equity & Diversity Working 1 Support Deans & Extensive consultation on EDWPs instituted & implement Parties within Academic Units. Directors in delivering EDWP structure July- operational with 100% SAGE-ASAP objectives & November 2018. Workload training compliance. organisational EDWPs will be established within all Schools & one established GE-Policy compensation for EDWPs structure to ensure combined EDWP for Research Institutes from KPIs (see also Action 1.5), approved by UWPC Nov Relevant KPIs met. September 2019. including specifically: 2018. EDWP Proposal effective delivery of Gender equity training & guidance on SAGE-ASAP SAGE-ASAP a. identify for staff how approved by Executive objectives will be provided by OED & SAGE for all the GE-Policy is Committee March 2019. VP- objectives EDWP members relevant to their P&A committed funds for 12- Clear guidance & best-practice gender equity advice for Academic Unit months organisational all organisational units responsible for the delivery of c. contribute to staff support March 2019. New SAGE-ASAP items will be provided by SAGE understanding of “Equal Opportunity” training EDWP academic members to receive 1-2% workload linkages between developed by OED & TLD, compensation gender & policy, introduced October 2018. Organisational support provided by VP-P&A program, & project EDWP activity reported at School/Institute Executive priorities Committees (see Action Component 1.2.2) d. ensure strategic & Deans Directors &

Annual reporting by EDWPs to OED, SAGE & VC-GEC operational planning 81 60, 39 pg26, (xii), 5.4 (see Action 1.6). processes reflect WSU’s gender equity commitments e. contribute to monitoring reporting on gender equity results j. provide readily accessible channels Quarterly EDWP meetings from Q4 2019, Annual reporting from Q4 2019 140 for staff to provide feedback or unsolicited suggestions, ideas, concerns, or complaints relating to gender equity o. analyse general workplace practices to eliminate expectations placed on a person because of their gender School/Institute awareness of & responsiveness to gender equity challenges in local contexts Ensure capacity for best- practice local gender equity strategy implementation Promote gender mainstreaming SCEM: Bs to 5, 1.2.2. EDWPs to determine systemic causes for female 1 Ensure effective Priority areas identified: develop 2 Cs & 2 Ds progression disruption at priority areas identified at implementation of SAGE- for promotion Section 4.1 & identify SAGE-ASAP actions for priority ASAP objectives at SCEM: Bs = 3, Cs =8 & Ds = 6 SoM: develop 3 Cs for implementation in their local contexts: targeted female groups promotion to D SCEM to foster pre-pipeline, strategise recruitment for identified as pressure SoM: Cs = 16 SNM: Bs = 29 SNM: cultivate 6 Cs for Bs, & revive momentum for Cs & Ds points for progression promotion to D SSH: SSH: Bs = 18 & Cs = 17 SoM to prioritise career progression for Cs within local contexts foster 4 Bs & 4 Cs to SNM to motivate career progression for Bs STEMM RIs: As = 20 & C = 2

seek promotion Deans Directors & SSH to renew career momentum for Bs & Cs 4.1 (i) pg 25, 37, 11-118 11-118 37, 25, pg (i) 4.1

STEMM RIs: encourage Ongoing,from 2019Q2 STEMM RIs to progress As & strategise for C 5 Bs & recruit 4 Cs recruitment. 1.2.3. Institute Gender Equality as standing item on all 1 Promote gender Reporting recommendation Gender Equity installed Executive Committees within all Academic Units. mainstreaming approved by VC-GEC April & maintained as Ensure local strategic & 2019. standing item at all operational planning School/Institute processes reflect WSU’s Executive Committees. gender equity commitments (GE-Policy, KPI-d) Ensure all School/Institute Q4 2019 5.4 (xii) pg 121

Executive staff are Deans Directors & apprised of EDWP activity Ensure progress toward SAGE-ASAP deliverables in local contexts

141 1.2.4. Facilitate collaborative partnerships between 2 Enable meaningful best- Extensive consultation on Minimum one EDWP individual EDWPs & organisational units responsible practice information SAGE-ASAP with all action information sharing for delivery of SAGE-ASAP objectives. sharing about gender leads complete. event per year. 2019 from Q2

equity across Ongoing, 3 (iii),3 5.4 SAGE-AL organisational units 25,pg (xii)

1.3. Streamline SAGE 1.3.1. Develop central data collection protocol & repository 1 Enable capacity for SAT Sustained consultation SAGE data maintained data management for staff data. assessment of progress between relevant according to toward SAGE-ASAP organisational units, 2017– established protocols. processes. Establish SAGE data dashboard (or similar), including objectives & realignment 2018. Data management Receipt of capacity to track data against enumerated SAGE-ASAP where necessary protocol established Jan comprehensive SAGE objectives & GE-Policy KPIs. Enable EDWPs & 2019. OQP data collection data to assess progress Collection & analysis process will be coordinated by organisational units to be project scoping underway. toward SAGE-ASAP OQP, in consultation with HR, TLD, REDI, OED, SAGE, & responsive to progress in objectives Deans & Directors. local contexts Annual top-level processing of gender parity data Track SAGE data not provided to SAGE, with local data updates provided to previously available EDWPs. Build reporting for future HR, TLD, REDI & OQP to develop procedure to improve Athena SWAN Silver the capture of: Awards o ADP training & mentoring program data Q3 2019 o individualised recruit data by Academic Unit, including STEMM RIs o Pay equity data for new recruits starting increments by gender & grade at HEW 9 & Senior professional staff positions o Promotions applications & success rates, including equity applicants OQP Performance, & Planning Director, Associate o Promotions training by gender & level (iii),3 (iv-v),4.1 5.1 iii-iv),(i, 5.2 pg(i) 51, 26,50, 85, 88 o Reported/measurable staff impact of new “Equal Opportunity” training, especially for staff education about gender diversity o Staff exit data (see also Action Component 1.3.2) 1.3.2. Redesign exit procedure for academic leavers: 1 Raise exit survey response Exit process reviewed by HR 20% in staff exit include voluntary phone discussions with Senior HR rates in 2015/16, current response survey completions. partners at point of notification of termination Track academic leave rate 11%. phone discussions to adhere to a series of set questions reasons for future analysis Q1 2020

geared to capture detailed staff leave reasons by Associate Director, HR Director, Partnerships gender, which will be developed in consultation with 46 pg (iv) 4.1 SAT. 1.3.3. Cross-disciplinary taskforce to guide the selection, 1 Enhance data collection Taskforce established as FWCI data available for use & presentation of quality research metrics. measures for quality priority action in Research & all STEMM academic Undertake a trial study of Field-Weighted Citations research. Innovation Plan, 2018-2020. females & able to be Index (FWCI) for STEMM females, with emphasis on Enable tracking of junior Relative Citation Impact leveraged for research quality research impact by academic level. STEMM female currently being used for impact profiles. Q1 2020 publications outputs ERA. DVC-R&I

against targets (iv),5.1 71pg Enhance understanding of research impact by grade

142 1.3.4. Devise standardised mechanism for EDWPs to collect 2 Assess workload patterns GE-Policy mandates gender Data available, local gender parity data: for gender equity trends & balance (50/50) for all WSU mandated targets met implications events (100% compliance with Individual Workload Agreements (IWAs) within Ensure adherence to GE- established policy). Academic Units & perform gender equity analysis of Policy mandates for load distribution gender balance among female representation at all WSU-run seminars, speakers & Chairs at all workshops & events WSU events outreach data by gender Q3 2019 visibility of female role models Performance, OQP Performance, Demonstrate commitment to gender equity at all Associate Director, Planning & & Planning Director, Associate 5.4 (vii-xii),5.4 117,pg 121,120, 119, academic & public engagements 1.4. Collect & analyse 1.4.1. Conduct 2020 & 2022 staff surveys of organisational 1 Enable comparative MyVoice data collections Compound data organisational & staff experiences (MyVoice or similar), with the following review of staff perception 2012, 2015, 2018. available for SAGE priorities: of organisational culture analysis (MyVoice experience data Review SAGE progress 2020, 2022). benchmarking against existing data regarding diversity, against objectives work/life balance, & wellness. Better understanding of benchmarking against existing data regarding support staff perceptions of for promotional attributes organisational procedures introduce new question regarding staff perceptions of (e.g., promotions, policy Q2 2020Q2 fairness in Promotions processes. development) introduce new question regarding staff knowledge about how to contribute to WSU policy. Associate Director, TLD Associate gain access to raw MyVoice data that is interpretable by compound aggregations for SAGE analysis, with 26 pg (iii),, vii) 5.1 (i, 81,86,5.4 benchmarks for new SSH & SCEM restructures in 2020, in-depth progress analysis in 2022. 1.4.2. Conduct survey of ‘at risk’ staff identified by MyVoice 1 Gain insight into MyVoice 2018 identified Factors identified & 2018.: contributing factors to concern for staff aligned relayed to relevant lower positive responses with non-binary gender supports (e.g., OED, EO staff with disabilities requiring work-related to prompts regarding identifiers, staff with Officers, SAGE). adjustments diversity, involvement, disabilities, & staff who staff who identify as gender diverse. work/life balance, & identify as Aboriginal and/or Aboriginal and Torres Strait Islander staff wellness for staff with Torres Strait Islander (see disabilities & staff who also Action Component

identify as gender diverse 1.8.2). Q4 2019

Gain insight into OED Director,

contributing factors to 127,125, 7.pg 6, 129 lower positive responses to prompts regarding involvement & work/life balance for First Peoples.

143 1.4.3. Perform a series in-depth, comparative staff studies: 1 Determine Early data indicates new Data available for SAGE benefits/detractions of promotions procedure is analysis. promotions applicant experiences since introduction of new organisational highly successful for new procedures in 2017 (Promotions Survey 2019, 2021) Parental

procedures & adjust to encouraging application for 2020,Q2 work-readiness of new recruits 2018-2020 (New STEMM maximise effect promotion by women in Target 40% response Staff Survey 2020, 2022; benchmarked against Ensure alignment with STEMM, especially at E.

rate for all surveys. FWFR 2022 Induction Survey 2017) gender equity objectives Benchmark surveys 2020,Q4

staff experiences of Parental Leave 2018-2022 (Parental Q2

(response %): SAT Leave Survey 2022; benchmarked against Parental STEMM Induction Survey

Leave Survey 2017-18) Q4 2019,

2017 (27%) Leave staff perceptions of flexible work (FWFR Survey 2020; Parental Leave Survey (ii-iii),5.1 5.3, pg 25 2022, benchmarked against Flexible Work & Family 2017-2018 (46%) Responsibilities Survey 2017). Flexible Work and Family

Responsibilities Survey Promotions (26%) Recruits STEMM New 1.4.4. VC-GEF to prioritise the commissioning/approval of 1 Ensure revised VC-GEC funding confirmed $30,000 VC-GEF grants quality submissions for further research into: promotions structure for items i-v, March 2019. awarded to priority working to capacity for research areas. i. Practices & programs to minimise gender disparities in gender equity academic advancement Review effectiveness of ii. Participant experiences of WSU mentoring programs mentoring programs in Implementable iii. Career opportunities for casual staff place iv. Return to work strategies for parental leave takers recommendations Conceptualise strategies received & enacted. v. Barriers to uptake of flexible work for male staff for supporting sustainable vi. Promoting Flexible Work career development for vii. Female STEMM career development strategies casual staff Ensure flexible work Gender UNLIMITED* Network to advertise all VC-GEF grants options are equally (see Action Component 1.8.4) available to staff of all genders Maximise available supports for returning parents & carers Q2 2021 VC-GEC

5.2 (iii), 5.2 5.3 97pg vi), (iii,

144 B. LEADERSHIP & ACCOUNTABILITY

Rationale: Ongoing institutional commitment to Athena SWAN by WSU’s Executive Leadership is critical. Investment in & accountability for gender equity must be demonstrable at all levels of the organisation to ensure best-practice implementation, model compliance, & establish a culture of value for gender equity across WSU. The SAGE-ASAP must be broadly promoted to staff at all levels across the University, with widespread infiltration of objectives within institutional practices & processes.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

1.5. Enable adherence 1.5.1. Enforce existing GE-Policy KPIs. 1 Ensure accountability for KPIs established by GE- Compliance with to & increase implementation of Policy in 2017. existing KPIs. See Action Component 1.2.1 (EDWPs) existing GE-Policy. accountability for See Action Component 1.6.1 (reporting) Promote gender 113 Deans Deans & See Action Component 2.3.2 (induction) Q4 2019 gender equity policy mainstreaming Directors 5.4 (vi), pg87, pg87, (vi), 5.4

See Action Component 2.9.1 (promotions) Ongoing,from & procedure See Action Component 3.11.2 (flexible work) 1.5.2. Deans & Directors or their Deputies to Chair & visibly 1 Ensure effective Executive approval for 10x Deans/ Directors invest in EDWPs in local contexts (see Action 1.2). leadership for gender EDWP proposal & ToR appointed as Chairs of 117 2019

equity in local contexts. committed March 2019. EDWPs. 25, pg 5.4 (xii) 5.4 Deans Deans & from Q4 Directors Directors Ongoing,

1.5.3. Replace FLMP with new, strategic “Critical 1 Motivate substantial & FLMP currently under review 50% training Management Conversations” training program for ongoing training culture by TLD. Current training rate participation rate for supervisors/managers. for managers & for supervisors/managers supervisors / supervisors approximately 10%. managers. Revise structure to prioritise peer-to-peer learning, with accountability for compulsory supervisor/manager attendance at one gender equity at policy face-to-face session per calendar year implementation Develop new program to include: Establish clear unconscious bias training expectations for equitable gender diversity training management of staff who managing Maternity/Adoption Leave workload cover are parents & carers & protecting staff rights to leave provisions (esp. for male clarity around Parental staff) Q4 2019 Leave entitlements gender equity in flexible work Establish clear access to career opportunities for parents & carers 5.1 (i), 5.2 (ii),5.3, 5.4 (i) expectations for equitable Director, TLD Associate frameworks for understanding “achievement relative to management of staff on opportunity” flexible work arrangements Ensure more widespread understanding of “achievement relative to opportunity” 1.6. Institute annual 1.6.1. Annual synthesis of local gender parity data & reports 1 Enable local Reporting requirement Annual reports reporting on gender on progress toward GE-Policy KPIs & SAGE-ASAP responsiveness to SAGE- approved by Executive provided to SAGE & objectives provided by EDWPs to SAGE & OED (see ASAP objectives March 2019. OED. parity data 2019 Deans Deans & from Q4

Action Component 1.2). Enable SAGE & OED Directors Annually, 3 (iii),3 5.4 tracking of progress 26pg (xii) 145 against SAGE-ASAP objectives Contribute to implementing, monitoring, & reporting on gender equity results (GE-Policy, KPI-e) 1.6.2. Annual synthesis of gender parity data & reports on 1 Enable VC-GEC, Reports to VC-GEC provided Annual reports progress toward SAGE-ASAP objectives provided to Executive, & BoT in line with SAT progress, provided to VC-GEC, VC-GEC, Executive & BoT oversight of progress 2016-2019. Executive & BoT. see Action Component 1.3 toward SAGE-ASAP

objectives & 2019. recommendations for SAGE-AL 3(iii), 25,pg 117,

realignment where fromAnnually, Q4 necessary. 1.7. Promote 1.7.1. VC “Out & About” Campus Day initiative. 1 Raise staff awareness of “Out & About” initiated in VC available to receive transparency & open key initiatives underway Feb 2019. staff questions & VC presence on each campus at least once per year, at WSU feedback at each dialogue regarding including Campus Meetings & staff Q&A, with capacity Provide readily accessible campus at least once gender equity to submit anonymous questions in advance channel for staff to per year. Additional participation by Senior Executive where matters provide feedback on possible gender equity & progress SAGE to establish presence at events to track gender toward SAGE-ASAP VC equity-related discussion objectives Mitigate staff 5.4 (xiii), (xiii), 5.4 106pg disenfranchisement across campuses. Ongoing,from Q1 2019. Create an informal collegial environment to meet & talk to staff. 1.7.2. VC to participate in “Conversations with the Vice- 1 Raise staff awareness of Gender Equality Matters Video recorded & Chancellor” video to promote SAGE-ASAP SAGE-ASAP objectives video featuring VC & DVC-A available online. Target objectives. Demonstrate leadership & released in Aug 2017. 350+ views

commitment to Athena Current views = 256. VC Video uploaded to staff web. SWAN principles Q3 2019 Promoted via Gender UNLIMITED* Network 106106, 1o3 Included in EDWP member training. (xiii 5.4 102, pg ), 1.7.3. Continue Executive involvement in Gender 2 Demonstrate leadership & VC, DVC-A, DVC-S&P, DVC- Executive engaged as UNLIMITED* Seminar Series (see Action Component commitment to Athena R&I & Director OED all keynote speakers & 1.8.3). SWAN principles involved in Gender panel chairs for all Engage Executive in UNLIMITED* Seminar Series Gender UNLIMITED* , 106 , ongoing research in 2018. All panel discussions events. 2019 SAGE-PC gender equity have been chaired by WSU’s Ongoing,from Q2 Executive. 5.4 (i), pg 102, 103

146 1.8. Extend Our 1.8.1. Extend Our Watch training in sexual assault and Promote a culture of Our Watch Masterclass 25% staff participation Watch partnership harassment prevention/early intervention to all staff. safety and respect for delivered at Gender in Our Watch training women UNLIMTED* Launch, Sept and workshops benefits to staff Reduce gender bias 2018. University partnership Model the practices, to develop student training

attitudes, norms and on preventing gendered RNA behaviours that underpin violence, Feb 2019. and create violence Ongoing from Q1 2021

against women, trans and pg (i), 5.4 103102, 106, gender diverse peoples C. CULTURE, COMMUNICATIONS & INCLUSIVITY

Rationale: Cultivating a gender-aware, gender-responsive culture is a core ingredient for advancing gender equity at WSU. While WSU is highly engaged in promoting awareness & conducting activities that foster diversity & inclusion, greater attention has historically been paid to supporting students rather than staff. Trans & gender diverse staff & students also require further support to consolidate recent improvements in this area & bring WSU policy into alignment with Pride in Diversity recommendations. Promoting gender equity among WSU’s staff cohort requires ongoing investment in dynamic advocacy work that engages the broader staff & student cohorts & local community audiences. The geographic spread of campuses across GWS should be considered for all face-to-face events to avoid staff disenfranchisement or differentiation in cultural change across campuses.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

1.9. Raise the profile 1.9.1. Finalise communications plan to raise staff awareness 1 Ensure broad staff Brief communications plan Communications plan of gender equity at of SAGE-ASAP commitments & objectives. awareness of SAGE-ASAP drafted 2018. Current views, finalised & implemented. Including SAGE-specific “Conversations with the Vice- objectives on average 250 WSU Chancellor” video (see Action 1.7.2) & feature Target 300+ SAGE Comms Q2 2019 110, 105-6 110, announcements across DVC communications, & website views. Corporate 5.4 (i), pg 92 , Academic Unit newsletters. Manager OMC 1.9.2. Institute ‘Equal Opportunity Officers’ in each 1 More effective use of Equity & Diversity Officers 10% STEMM staff Academic Unit to advocate for equity for staff who available resources for currently in place in SNM & satisfaction with are parents & carers, Aboriginal & Torres Strait parents & carers SSAP. MyVoice 2018 results colleague support Islanders, trans & gender diverse, staff with Ensure policy & guidelines show: gender diverse staff before leave, & upon disabilities & staff whose first language is other than around Parental Leave are reporting lower positive return to work (PL English. implemented responses to diversity (- Survey 2020). EO Officers to participate EDWPs. TLD to provide appropriately 27%), involvement (-19%), training. Ensure Parental Leave career opportunities (-14%), 10% higher positive takers feel supported in wellness (-23%) & work/life responses to identified managing their work & balance (-30%); staff with prompts for gender family responsibilities disabilities responding less diverse staff, positively to diversity (-19%), 15% positive for staff

involvement (-23%), career with disabilities Deans Directors & Ongoing,from 2019 Q4 opportunities (-22%), (MyVoice 2022). (i-iii),5.3 pg 87, 127,129 wellness (-23%) & work/life balance (-22%); First Peoples 10% to identified staff report lower prompts for Aboriginal satisfaction with & Torres Strait Islander involvement (-12%) & staff (MyVoice 2022). work/life balance (-13%). 147 1.9.3. Institute Gender UNLIMITED* Seminar Series as 1 Build capacity for cultural Gender UNLITIMED* trialled Gender UNLIMITED* ongoing WSU research series. change across the WSU in 2017 Research Week, with instituted as ongoing community by increasing 40+ audience members & 12 WSU Seminar Series Minimum 2-3 events per year. staff & student awareness internal participants. Gender with minimum 2-3 Funded by OVC. of complex contemporary UNLIMITED* Seminar Series events per year, topics in Engage academic, industry, NGO, government & understandings of gender, 2018 funded by VC-GEC & alignment with AS community partners as speakers & audience deconstruction of gender launched by VC & DVC-A, priorities. participants. norms & stereotypes Sept 2018: 120+ staff Continue to align with Athena SWAN principles, Target 150-person promotion of VC-GEF attendance across 3 sessions

especially by expanding conversations regarding annual attendance by SAGE-PC findings & other gender involving 17 internal & 14 complex intersectional identity factors that combine staff, students, research external speakers & with gender to compound disadvantage. industry & community 5.4 (i) pg 102-3, 106

Gain new knowledge panellists. Ongoing,from 2019Q2 VC-GEF recipients to present findings at Gender partners. around gender equity UNLIMITED* seminars. initiatives & best practice, including intersectional factors

1.9.4. Active Gender UNLIMITED* Network campaign to 2 staff awareness of Gender UNLIMITED* Target 150 staff raise number of subscriptions & frequency of gender equity initiatives Network established, subscription to Gender communications (monthly newsletter). Gender across the university November 2018. Current UNLIMITED* Network. UNLIMITED* Network to promote: Create a collegiate network ~100 staff network of staff engaged registered awareness of SAGE-ASAP priorities in gender equity research career development opportunities for STEMM females, & initiatives across the including Career Interruption grants & VC-GEF University new gender research across WSU, including VC-GEF Inform female STEMM staff findings of existing training, gender equity achievements across WSU learning & development high impact female STEMM researchers opportunities all gender equity events (including Gender UNLIMITED* seminar series) “Conversations with the Vice-Chancellor” SAGE video (see Action 1.7.2) raise awareness of gender transition policy (see Action Q3 2019 1.9.1) advertise mini-expo Orientations to staff services (see Action 2.3.3) SAGE-AL& OED Director,

advertise successes of female STEMM Academic 5.1 (ii), 5.2 (iii), 5.4 (i) pg 102, 106 promotions & existence of mentors (see Action 2.8.3) promote female STEMM research profiles (see Action 2.11.2) recruit Emeritus Professors for mentoring & promote Emeritus Professors mentors to female STEMM academics (see Action 3.8.1) advertise & promote flexible work practices (see Action 3.11.1) raise awareness of EPN (see Action 3.11.2)

148 1.9.5. Expand International Women’s Day celebrations to all 1 Engage staff at all Parramatta-based IWD Target 170 attendance campuses, including: campuses in key gender events since 2015; first at campus-based IWD equity event ECA/ECR IWD Showcases events each year. keynote presentations about gender equity Showcase female held at Campbelltown, showcases of STEMM female ECA/ECR achievements 2019 ECA/ECR achievement Bankstown & Werrington in DVC-R&I March 2019, total attendance 5.4 (i) pg 102-106 = 130. fromAnnually, Q1 1.10. Improve tangible 1.10.1. Devise & implement a gender transition policy 2 Informed & effective Transition Policy drafted in Transition policy exists supports for trans & through consultation with Pride in Diversity & openly support for trans & gender 2018. Consultation with Pride & staff are aware. communicate support for staff who wish to diverse staff in Diversity ongoing. gender diverse staff transition. Q1 2020 6, pg 112pg 6, Strategy, OED Manager, Equity

1.10.2. Expand inclusive gender pronoun protocols across 3 Visible support & Pronoun protocol included in Protocol exists & staff the University. acceptance for trans & Equal Opportunity training in are aware. gender diverse staff 2018. Equity 6, pg 112pg 6, Q4 2022Q4 Strategy Manager,

1.11. Improve tangible 1.11.1. Devise & implement a Cultural Diversity Statement & 3 Visible support & Existing diversity policies, Policy & Strategy supports for Action Plan, & openly communicate to staff. acceptance for culturally active OED advocacy, approved, & staff are diverse staff International Human Rights aware. culturally diverse Conferences, RNA staff

Q4 2019 7, pg 126pg 7,

Manager, Equity Strategy, OED

149 2. SECURING CAREER OPPORTUNITY

A. RECRUITMENT & INDUCTION

Rationale: STEMM data shows numbers of female applicants making it to shortlist & offer stages have increased across 2015-2017, the proportion of STEMM female D & E recruits has not increased. This is caused by low STEMM female application rates by senior STEMM women & low rates of offer acceptance for female Level As. There is some concern of unconscious bias in the recruitment & selection of Level C females & Level E STEMM females. School differences in priority areas requiring attention will need to be addressed with local strategies. Induction processes at WSU are relatively effective, though gaps are identified in new staff awareness of existing resources, services & entitlements, particularly with respect to career development & knowledge of where to seek advice & support.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

2.1.1. Apply to Anti-Discrimination Board for exemption to 1 attraction of female Mandated use of gender Meet established 2020 2.1. Actively target actively target females in STEMM academic applicants to all equitable language & target of 40% female female STEMM recruitment. advertised STEMM terminology for all position representation across recruitment in key If exemption received, revise advertisement language academic positions descriptions, job senior positions. areas for STEMM academic vacancies. Clauses to be rates of offer advertisements, selection embedded in advertisements as relevant: acceptance by Level A criteria & interview questions Contribute to 10% in o Level A & B to promote WSU ECR/A support females (GE-Policy C23a). All all STEMM female applications. initiatives (see Action 2.1.3) proportion of female position descriptions o Levels C & above to explicitly encourage female STEMM Level C & D staff reviewed by independent applicants who have taken career breaks cohort to support through panel using HAY Job Evaluation Methodology o encourage Level C & D applicants to “apply up” to succession to Level D & E

(GE-Policy C22b & C23a). 5.1 (i) pg 3, 58 advance their careers proportion of STEMM Level E females to support Gender & diversity questions through succession to optional throughout Executive application process 2020. attraction of female 40% female representation Director, Partnerships Associate HR applicants to STEMM targets established in GE- ApplicationQ4 2019,.Clausesadded within 3 Level D, Level E & Policy (C23g, C35a) & GE- Executive positions Strategy (2.6) ofmonths exemption granted,Targets metQ2 2022. 2.1.2. Intensify research efforts into methods for attracting 1 attraction of female Ongoing research into 10% in female female candidates & target search for Level D, Level applicants to all methods for attracting more applications to STEMM E. advertised STEMM female applicants (GE-Policy Level D, E,. academic positions C35) 2017 cohort proportion of female representations = 36% applications for STEMM STEMM D females, 32%

Level D & E positions STEMM E Females. 2017 Partnerships

application rates = 31% 5.1 (i)), pg 51, 55 AssociateDirector, HR STEMM D females, 21% Ongoing,from 2019Q3 STEMM E females.

150 2.1.3. Develop Employee Value Proposition (EVP) with 1 attraction of female Action to develop EVP 10% in all STEMM emphasis on gender equity & attach to all STEMM applicants to all included in Our People female offer academic job advertisements. advertised STEMM Securing Success, 2018- acceptance for level A academic positions 2020. 2017 STEMM: & level C applicants. EVP to include flexible work options, opportunities for rates of acceptance by 52% acceptance by Level job-sharing & part-time work, parent/carer entitlements Level A females A females & other relevant supports. proportion of female 54% female C 2020Q2 5.1 (i), pg 53 STEMM Level C staff appointments Partnerships cohort appointments to AssociateDirector, HR be support through promotion to D. 2.2. Limit potential 2.2.1. Convene a Recruitment SWAG. 2 Assess potential of Regular review of 40% female shortlist impacts of Determine the primary cause of lesser success for various strategies for recruitment processes to target met for STEMM female Level Es at shortlist and low rates of offer for mitigating unconscious eliminate bias (GE-Policy Level E positions where unconscious bias in female Cs. bias C22f). 2015-17 female C pool of candidates recruitment Undertake research into innovative recruitment Determine impact of offers = 8% below male; accommodates. practices that reduce unconscious bias or otherwise specified recruitment female E shortlist = 6% impact gender equity (e.g., blind recruitment, strategies on STEMM below of total pool. Q1 2020 5.1 (i) pg 58 randomised panel selection, female-identified Level E applicants and 10% in offers made to Partnerships positions). Level C applicants female STEMM Level C Implement pilot programs. Improve =level E shortlist candidates. AssociateDirector, HR Review and revise as necessary and C offered.

2.2.2. Executive Director HR & Associate Director HR 1 Reduce risk of Initiated 2018. Individual 10% rise in female Partnerships to sit on all SCEM recruitment panels. unconscious bias SCEM recruitment data not academic recruitment representation of female yet available (see Action in SCEM. 55 staff in SCEM Component 1.3.1). Q4 2018 Executive 5.1 (I), pg 51, Director, HR Director, Ongoing,from

2.2.3. Require unconscious bias training for all Panel Chairs. 1 Effective unconscious New “Equal Opportunity” 100% completion of Chair to ensure equitable selection processes & bias training ready for training module developed appropriate equity intervene as necessary. compulsory by OED & TLD & released in training by recruitment Assess effectiveness of new unconscious bias training implementation for all 2018 & unconscious bias Panel Chairs. embedded in Equal Opportunity module & detailed recruitment panel training embedded in all new within recruitment Panel Chair training. Revise & replace participants training programs developed Contribute to 10% in as necessary. Revise & replace as necessary & require Mitigate potential bias from 2018. Draft R&S-Policy offers made to female online completion for all recruitment Panel Chairs. against female STEMM revised to include candidates at STEMM Track Chair completion rates via MyCareer Online. applicants compulsory Panel Chair Level C. Remove barriers to training. Across 2015-2017: Contribute to 40% appointment for female 26% of panel members female shortlisting academic STEMM undertook recruitment target met at STEMM

applicants training level E. (i),5.1 pg 51, 50, 55 65% shortlisted female Director, TLD Associate participation 2020Q3 from STEMM Cs receive offers (compared with 74% males) assessedProgram Compulsory2019, Q4 21% shortlisting STEMM level Es were female.

151 2.3. Refine existing 2.3.1. Improve early contact communications around 2 Ensure effective STEMM Induction Review Target 50% new induction processes training, & professional development with communications to completed by SAGE in 2017 STEMM staff visit “New commencing staff, especially during post- commencing staff (funded by VC-GEF). New Starters” to greater effect acceptance, pre-commencement window & on- Ensure casual staff STEMM Staff awareness of webpage.(New Staff boarding. receive appropriate resources & services Survey 2020). 2020 “New Starters” webpage on WSU web. induction messaging approximately 60% Automated, comprehensive induction emails forwarded (Induction Survey 2017). (ii)5.1 60pg from central point of contact (including for casuals), Ongoing,from Q2 including link to New Starters page. Director, TLD Associate

2.3.2. Include completion statistics for Induction Plan & 2 Ensure effective, specified Supervisor/Manager 80% Induction Checklist Checklist in local annual reporting (see Action 1.6). induction of new STEMM Induction Checklist in place. completions. staff New STEMM Staff awareness Identify how local of resources & services

induction & supports for approximately 60% 2019 new staff address gender (Induction Survey 2017). 5.1 (ii)5.1 pg 5755, Deans Deans Directors & perspectives (GE-Policy, Ongoing,from Q4 KPI-b)

2.3.3. Revise Orientation for New Staff program & replace 2 new staff familiarity with Face-to-face orientation 80% new STEMM staff with informal ‘mini-expo’ of staff services. career development rates are currently 43% for participation in Breadth of WSU work areas represented opportunities, existing STEMM females & 19% for Orientation. ‘Cross Unit Cooperation Passports’ to motivate staff resources & services STEMM males. New STEMM conversations across units. Staff awareness of resources Contribute to 20% & services approximately new STEMM staff

60% (Induction Survey 2017). awareness of available by Q1 2022 resources, programs & (ii)5.1 pg 5755,

support services (New Ongoing,per4x year Associate Director, TLD Associate Staff Survey 2020). from Q1 2019, Target met 2.4. Increase 2.4.1. Induction Mentors appointed within all STEMM 2 New staff familiarity with Successful Induction Mentor Contribute to 20% new supports for new academic units. career development program trialled in SCEM STEMM staff awareness opportunities, existing 2019. Presently there is: of available resources, Emphasis on career development, including online STEMM staff resources & services programs & support familiarisation with MyCareer & TLD provisions. 55% awareness by new work-readiness, with Ensure effective, specified services (New Staff Mentors to be highly trained, with specific focus on STEMM staff of available induction of new STEMM Survey 2020). focus on career WPCD, training, & professional development. WSU resources, development staff Induction Mentors to participate in and/or report to Ensure new staff programs & support 70% new STEMM staff EDWPs awareness of training, services. satisfaction with

Induction Mentor (ii)5.1 60pg learning & career 49% new STEMM staff competency (New Deans Directors & development satisfaction with Staff Survey 2020). Ongoing,from Q1 2020 opportunities Induction Mentor Improve communication of competency WPCD options for new staff

152 2.4.2. Distribute Induction Pack for New STEMM Staff 1 Ensure new staff are STEMM Induction Pack 100% receipt evidenced (including to casuals), designed by SAGE-PO to informed of available developed by SAGE-PO in by new STEMM Staff comprehensively cater for new staff needs & to resources, programs & 2018, with critical focus on (New Staff Survey support supervisors/managers & new Induction staff support services gender equity & key 2020). Mentors in the delivery of induction information: Empower female STEMM opportunities for female staff from Day 1 & staff (funded by VC-GEF). Contribute to 20% research & career development uptake of training & new STEMM staff mentoring & networking opportunities STEMM Induction Pack will development awareness of available key support services also be adapted to non- opportunities in first 12 resources, programs & flexible work options STEMM contexts for release months of employment support services (New parent/carer supports in 2020. (ii)5.1 pg 5755, Promote the importance Staff Survey 2020). WSU structure & processes

of gender equity in In 2017, only 55% awareness Ongoing,from 2019Q2 STEMM-specific content (including VC Welcome) DeansSTEMM & Directors STEMM Dedicated material on gender equity (including VC by new STEMM staff of Improve communication statement of vision & SAGE contacts) available WSU resources, of WPCD options for new programs & support staff services. B. CAREER DEVELOPMENT

Rationale: Given the limited female STEMM Professoriate in Australia, providing strong career development opportunities is key to increasing representation for STEMM senior women. Despite having a robust Work Planning & Career Development policy & procedure in place, various surveys conducted throughout the SAGE process show lower-than- desirable staff awareness of existing career development programs & resources & low rates of positive perceptions around career development opportunities. Parents & carers are especially vulnerable to career disruption & require further support.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

2.5. Raise awareness 2.5.1. Introduce regular TLD communications with all staff, 1 Inform new staff of Comprehensive TLD 10% in new staff of existing career including: existing training, learning Program Guide developed & awareness of TLD & development available online; HR offerings (New Staff development Summary TLD update prominently positioned within HR opportunities, including Quarterly Newsletter in Survey 2020). resources & services Quarterly Newsletter casuals place; Sessional Academic promotion of TLD Program Guide & other WPCD Capitalise on new staff Inductions conducted every resources, including: enthusiasm post-offer- semester. Recommendations available as downloadable pdf at offer of acceptance & pre- incorporated into Academic acceptance/on-boarding of new staff commencement Division MyVoice Action

links to Guide included in newly streamlined HR Integrate awareness into Plan, 2018-19. 57% of Q3 2019 welcomes to new staff (see Action 2.3.1) existing induction continuing and fix term 5.2 (i-iii) pg 75 reference to TLD Guide inserted at Week 1, Day 1 processes academic staff have Induction Checklist; undertaken some form of Director, TLD Associate promote TLD options (including Lynda.com) at training Sessional Academic Inductions

153 2.6. Increase WPCD 2.6.1. Re-designate WPCD responsibility to Discipline 1 meaningful WPCD MyVoice responses indicated 10% in positive conversations & Leaders (to be appointed in WSU restructure) & conversations with staff low academic staff academic response to require regular (min Quarterly) WPCD conversations staff satisfaction with satisfaction with Career Development expand access to with staff in their discipline area. WPCD process performance appraisals. with prompts (MyVoice mentoring SSH discipline leaders to establish collaborative SSH staff satisfaction supervisors (64%). SSH 2022). partnership with HIE & MARCS to model factors for with WPCD processes scored lowest across all WPCD success, facilitated by EDWPs. Enable SSH staff to WPCD components in 10% in SSH staff satisfaction with all engage in effective career MyVoice 2018: learning & 86, 62 development development (43%), three WPCD components (MyVoice 2020Q2 From

performance appraisal (55%) Deans Directors & & support for career 2020). 5.2(i-iii),90, , pg 30 progression (39%). in MyVoice 2018. STEMM RIs scored highest.

2.6.2. Implement School/Institute-based mentoring for 1 Provide sustained career ECA/ECR mentorship 100% ECA/ECR both ECA/ECR & MCA/MCR staff in all Academic development advice & established as priority action mentorship for STEMM Units, using Senior Staff as mentors. guidance for early-career for all STEMM Schools in females. academics Research & Innovation Plan, ECA/ECR mentoring to broadly assist with navigating networking opportunities 2018-2020. Across 2015- academic life for early-career STEMM 2017, 27% all formal Q1 2020 MCA/MCR mentoring to focus on transition to mid- female academics mentorship is for STEMM career status 5.2 (iii) pg 77,pg (iii) 5.2 82

Build collegiality & females. Deans Directors & connectedness among STEMM cohorts

2.6.3. Expand Academic Mentoring Program, coordinated 1 WPCD support for Primary Academic Mentoring Contribute to 50% of all via MentorLoop or similar, with focus on increasing female STEMM staff Program highly successful STEMM females female STEMM participation. but capped at 40 mentoring participate in mentoring. pairs. Across 2015-2017, 27% Semi-automated app program to alleviate all formal mentorship is for 10% in positive administrative pressure on TLD academic response to STEMM females. Overall Q4 2022 Gender UNLIMITED* Network to advertise events (see positive academic response Career Development

Action Component 1.8.4) prompts (MyVoice 5.2 (i-iii), pg 77, 82 2020, Target2020, met by to Career Opportunity Q1 expansion Mentor prompts = 43%.. 2020). Director, TLD Associate 2.7. Mitigate the 2.7.1. Devise a Career Development Framework for 2 feelings of career Career Development Contribute to 10% impact of career academic primary carers. development capacity Framework in development parent/carer career In consultation with Engaged Parents Network (see among parents & carers for all staff, aligned with development breaks on career Action 3.12). Harness EPN knowledge capability framework & satisfaction (MyVoice development Promote recommended research support pathway for about specific challenges mapping clearly identified 2022). parents & carers: for parents & carers pathways. o Year 1: Return to Work Teaching Relief + Career Demonstrate visible 10% parent belief that Parent/carer career Interruption Grant investment in parent/carer carers are career development satisfaction disadvantaged at WSU

o Year 2-3: Apply for ADP success at WSU Q3 2021 with Career Opportunity = o Year 3: Apply for Women’s Fellowship or ECR (PL-Survey 2022). 45% (MyVoice 2018). 73%

Fellowship, as relevant 5.2 (i-iii) pg 87,,89 academic PL Survey Contribute to 10% Associate Director, TLD Associate respondents believe that Career Interruption staff with caring Grant applications responsibilities are career disadvantaged. 154 2.8. Introduce 2.8.1. Perform annual “gender workload equity” gap 2 Reduce staff stress around University Work Plan Workload manageability “gender workload analyses of IWAs (modelled on gender pay gap workload manageability governs all School Work for Carers analyses) that identify potential patterns of Ensure workload is Plans and Individual Work equity” gap analyses disadvantage for female staff or primary carers. distributed fairly in terms Agreement. IWA data is satisfaction for all and devise strategies of gender equity collected but not distributed. Staff, annual gap analysis submitted to to mitigate impacts. Where significant (≥5%) gaps exist, EDWPs will Ensure transparency SSH level Bs 30% establish clear strategic priorities to reduce gaps and around workload dissatisfaction with work the VC’s GEC. (PL- mitigate impact on gender equity. distribution plan. Level B-D (20-24%) Survey 2022).

satisfaction (MyVoice 2018) Q3 2021

35% satisfaction for careers pg (viii), 5.4 117 Deans Deans Directors & Includes KPI to “allocate workload in a way that does not result in gender bias” (KPI-n)

C. PROMOTIONS

Rationale: WSU’s recently revised Academic Promotions process is showing strong success for female STEMM applicants, including at Level E, however challenges remain. Application rates for female STEMM staff greatly improved in 2017 but continue to represent only a portion of the eligible pool of applicants. Very few part-time staff applied for promotion across 2015-2017, which correlates to staff survey data showing low perceptions of career progression opportunities for part-time workers. Promotions procedures rely on staff self-identifying as promotions-ready, & research shows lesser likelihood for female academics to do so. Promotions success at WSU requires demonstrable achievements across Teaching & Learning, Research, Scholarship & Development, & Leadership, Service & Engagement. Gender imbalances across teaching-only staff positions, publication outputs & external research income, indicate more work is required to support female STEMM staff in developing promotional attributes.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

2.9. Refine new 2.9.1. Devise reliable mechanism for close tracking of 1 Ensure accurate tracking Preliminary 2017 data review Data available for promotions promotions data & link to new SAGE data repository of relevant data suggests strong SAGE tracking and (see Action 1.3): Verify apparent improvements for STEMM analysis. processes to improvements in female women. maximise gender participation rates for new Academic Promotions STEMM applications for training modules by gender equity promotion staff satisfaction with new Academic Promotions Ensure effectiveness of training new Academic Q2 2019 staff satisfaction with Academic Promotions mentoring Promotions training application & success rates for Academic Promotions, Determine staff pg(iii), 5.1 6760,6 especially for STEMM females. satisfaction with Director, TLD Associate Academic Promotions mentoring.

2.9.2. Undertake in-depth review of new Academic 1 Refine new Academic Academic Promotions Strong female Promotions process in line with gender equity Promotions process to review conducted 2016 with promotions success objectives & with comparison to previous policy maximise gender equity external consultation; New rates per level 60, 62 60,

outcomes. impact Promotions process maintained. Q3 2019, SAGE-PC 5.1 (iii) pg (iii) 5.1 Target met introduced January 2017; by Q4 2022 155 Determine staff Director OED installed as Audit “achievement relative to opportunity” process to satisfaction with new non-voting member of 75% promotions ensure robust panel understanding. Academic Promotions Academic Promotions applicant satisfaction Review composition of interview panels for applicants process. Committee; Preliminary 2017 with equity across for promotion to Levels D & E to reduce intimidation. Ensure no equity concerns data review suggests strong process (Promotions Administer Academic Promotions staff experience embedded in new improvements for STEMM Survey 2019, 2021) survey to all staff who have participated in new process, Academic Promotions women. 2017 rate of female with focus on equity. process STEMM applications has risen to 20% of eligible STEMM pool.

2.9.3. Actively raise awareness of recent STEMM female 1 Ensure broad awareness Preliminary 2017 promotion 10% in STEMM female promotions success & widely advertise availability of of apparent successes of data review suggests strong applications for Academic Promotions Mentors, including via Gender new Academic improvements, with STEMM promotion. UNLIMITED* Network (see Action 1.8.3). Promotions policy female applicants Raise aspiration for representing 20% of eligible STEMM females to apply STEMM pool. Overall female for promotion STEMM applications doubled

with the introduction of new DVC-A promotions processes 5.1 (iii) pg 60pg (iii) 5.1 (including significant improvements at promotion level C & E), resulting in 9

additional female STEMM 2019, Q2 Target metby 2022Q4 promotions in 2017. 2.10. Ensure clear 2.10.1. Explicit advertisement of promotions eligibility for 1 Ensure part-time staff Only 2 part-time staff 10% eligible part-time understanding of part-time staff, including direct email campaign. awareness of eligibility for applied for promotion across female STEMM staff Targeting part-time staff, those on flexible working Academic Promotions 2015-2017 period. applying for Academic staff eligibility for arrangements, individuals who have taken career Ensure Promotion. promotion & ADP & breaks, & Deans/Directors. Managers/Supervisors provide active, support & encourage part- time staff applications for

targeted supports for DVC-A promotions promotions-ready Consider promotions 5.1 (iii) pg 67,85pg (iii) 5.1 staff applications in a way that does not disadvantage staff who have taken leave Q2 2019, Q2 Target metby 2022Q4 (GE-Policy, KPI-f)

2.10.2. Introduce six-monthly process for alerting 1 applications for Promotions procedures rely Contribute to 25% Deans/Directors of staff who may be: promotions, especially for on staff to self-identify as promotions application part-time staff, & STEMM promotions-ready and only 2 rate by eligible Level C promotions-ready: automated alerts to Deans/Directors Level C females part-time staff applied STEMM females & 10% notifying of staff occupying academic positions for 5 applications for ADP, across 3 years; low rates for part-time staff years without applying for promotion, including part- especially for STEMM Level C STEMM females also applications for time academic staff, with focus on Level C staff eligible Level C females observed (9 from an eligible promotion. for promotion to D Support priority to pool of 42, 13%). ADP is a ADP-competitive: automated alerts to Deans/Directors Minimum 1x ADP progress Level C STEMM key opportunity to build notifying of academic staff who have not accessed ADP application per

females toward senior promotional attributes, but (iii), 5.1 (iii)5.2 pg 60 in previous 3 years, with focus on Level C Academic Unit per ExecutiveDirector, HR levels ADP applications rates are also very low (16 applicants, year. 2015-17). 2020, Q1 Targets metby 2022Q4 156 2.10.3. Active targeted selection of STEMM C & D females for 2 Raise consciousness of Widespread dissemination Contribute to 25% intensive promotions mentoring. promotions opportunities of new Academic promotions application Including interview mentoring for Level D & E among long-term staff Promotions process rate by eligible Level C promotions), including for part-time staff and/or staff Improve application rates throughout 2017. Strong STEMM females & 30% who have taken career breaks. for promotions by STEMM improvements in application application rates by HR to liaise regarding potential candidates (see Action C females eligible for & success rates for STEMM eligible Level D STEMM 2.9.2) promotion to level D female promotion to Level E females Maintain positive growth (23%, 80% respectively). in female application Continued low application R&I DVC 5.1 (iii) pg 60pg (iii) 5.1 rates to STEMM E rates for STEMM female Improve female staff promotion to Level D (13%, readiness for Level D 60% respectively). Pilot

interview processes program trialled by DVC R&I Q3 Target2020, metby 2022Q4 in 2018.

2.10.4. DVC-A to host annual promotions workshop for 1 application rates for Successful program piloted 2 sessions per year female STEMM female C/Ds eligible to apply for STEMM Level C and D with Level Ds eligible for delivered to eligible promotion to Level D/E. females eligible for promotion to E. Low applicants. 25% promotion to Level D and promotions application rates attendance by eligible E by STEMM female Cs (13%), cohort. Support C/D female 0% participation in STEMM staff to succeed at promotions training. Female Contribute to 25% promotions STEMM Cs had fair (60%) promotions application rate by eligible Level C Improve female staff success in promotions 2022 DVC-A readiness for Level D/E applications 2015-2017. STEMM females & 30% 5.1 (iii) pg 60pg (iii) 5.1 interview processes application rates by eligible Level D STEMM females.

female STEMM Cs promotions success to Annually, from Q3 2019, Target by 2019, met Q4 Q3 from Annually, 75% 2.11. Rectify SCEM 2.11.1. Transition SCEM Level B & SNM Level A teaching- 1 Reduce impacts on career All SCEM Level B (5) & SNM 100% female SCEM Level B & SNM Level only female staff to mainstream academic positions. progression for ECA/ECR Level A (15) teaching-only Level B and SNM Level teaching-only roles in staff in 2017 are female. New A teaching-only staff A teaching-only male dominated field ASA 2017 guarantees allocated teaching- gender imbalance conversion for teaching- and-research work focused roles to mainstream functions. academic positions. SCEM Q1 2020 pg 43,48, 6743,48, pg

157 2.12. Raise awareness 2.12.1. Devise comprehensive communications strategy for 1 staff awareness around Parallel Student Services 15% staff awareness of of existing research existing staff entitlements, services & resources, with various services, Week conducted twice per relevant services, particular focus on research supports, especially entitlements & resources year. Internal grants entitlements, & supports & raise Career Interruption Grants & ADP. that support gender advertised on REDI website. resources (FWFR Survey awareness of STEMM equity $3,124,640 internal, 2020, PL Survey 2022). Link communications strategy to Return to Work Maximise the uptake of centrally-funded grants that OMC female research Teaching Relief semester (see Action 2.13) 2022 internal grant support gender equity 25% in application achievements Target A-C staff & Deans/Directors. opportunities provided 2015-2017. rates for relevant Include information on staff rights to contribute to Support staff transition research support

policy & procedure. 7462 69,, (iv)60, 5.1 pg back to work after grants. Q2 2020, Q2 Target metby Q4 Parental Leave Manager,Comms Corporate 2 2.12.2. Promote female STEMM research profiles, impact Raise the research profile Research profiles & impact Minimum 2x research narratives, & new research projects across internal of female STEMM narratives established a profiles for female School/Institute communications. academic staff priority action for SCEM, STEMM staff per Ensure new School of Science & School of Health visibility of female SSH SoM, HIE & NICM in Research School/Institute Engagement & Impact profiles have gender balance in research accomplishment & Innovation Plan, 2018- disseminated each year. representations. Demonstrate outstanding 2020. SSH Engagement & Include focus on success for female staff who have female successes for Impact profiles established a Minimum 50% female benefited from gender equity supports. potential internal research priority action in Research & representation in SSH partnerships Innovation Plan, 2018-2020. Engagement & Impact Role-model achievement 2x WSU female STEMM Profiles. Deans Directors & 5.1 (iv),5.1 pg pg 60.115-6 for future female STEMM researchers appointed Gain 2x further Ongoing,from 2019Q3 academics Superstars of STEM 2017. Superstar of STEM by 2023. 2.13. improve 2.13.1. STEMM RIs to collectively devise grant development 1 Sharpen grant Mean STEMM female to 25% female STEMM supports for female masterclasses specific to STEMM research, with a development skills for external research incomes participation in STEMM focus on female STEMM Level D. STEMM females below males. RI delivery of grant development STEMM grant grant development masterclasses. development, with masterclasses established as focus on industry a priority action Research & Reduce the STEMM D Innovation Plan, 2018-2020. Female Mean Absolute 2020Q4 partnerships deviation by half. - 5.1 (iv)5.1 68,pg 74 STEMM D Female MAD 2015- $33,799. MARCS Director, 2017 = -$67,597 (largest disparity amount all staff)

2.13.2. Develop a pilot Entrepreneur Partnership Training 1 Diversify research income EPTS established as SCEM 10% in STEMM staff Scheme (EPTS) in SCEM that seeks to build opportunities for STEMM priority action Research & satisfaction with capability for increasing external research streams, staff, relieving focus on Innovation Plan, 2018-2020 support for with REDI support. Evaluate & adapt across STEMM NCGPs entrepreneurship School contexts. Build STEMM staff 39% STEMM staff through industry capacity for industry satisfaction with industry partnerships (MyVoice Phase 1: Pilot EPTS in SCEM partnerships support engagement 2022). 62(iii), 5.1 Dean, SCEM Dean, Phase 2: Evaluate EPTS pilot & devise tailored programs Satisfy staff needs for Phase 2: Q2 2021 Phase 3: Q4 2021 Phase Q4 1: 2020 for STEMM Schools greater entrepreneurial Phase 3: Roll out EPTS in all STEMM Schools support Phase 4: Evaluate across all STEMM contexts.

158 2.14. Mitigate the 2.14.1. Return to Work Teaching Relief semester for 1 Support returning carers in Recommendation arising 15% in new parent impact of career Parental Leave takers (≥ 20 weeks) to recoup lost staying on track with their from SAGE Parental Leave satisfaction with career research time. research progress Survey 2017-18. Initiative development breaks on research Prepare for teaching sponsored by DVC-R&I. 35% opportunities capacity Non-competitive entitlement for eligible staff workloads upon return primary carer workload from work manageability and (MyVoice 20% new parent Provide support for female 2018). 63% female parent reports of workload STEMM researchers to belief in missed promotion manageability Q1 2020 research income from opportunities (PL Survey 20% instances of DVC-R&I NCGPs 2017-18), 34% female and reports of negative 25% level B satisfaction with

work/life balance, 87,89,82, pg, (iv), 5.1 research support. extreme stress and dissatisfied with research bullying around supports; female B most workload (Parental likely parental leave taker. Leave Survey 2022). 2.15. Improve 2.15.1. Create broader networks & communities for teaching 2 affiliations & feelings of Recommendations arising 15% in staff supports & staff, including: connectedness around from MyVoice 2018, satisfaction with teaching incorporated into Academic teaching support engagement for build collegial peer review of teaching & curriculum into Division MyVoice Action (MyVoice 2022). teaching a platform for visibility, celebration & recognition of Plan, 2018-2019. Learning excellence in teaching & learning

Showcase on Collegial Peer DVC-A develop a teaching mentorship scheme, with specific Review Dec 2018. Female Q3 2020

focus on Early Career support (funding dependent) staff satisfaction with 6762, pg (iii) 5.1 social interaction across Academic Units teaching support = 52% (MyVoice 2018).

2.15.2. Encourage female STEMM staff to apply for Advance 2 International recognition WSU an access partner with Minimum 20x STEMM HE Educational Fellowships & Senior Fellowships, for teaching & learning Advance HE. Western HEA female applications for especially Directors of Academic Programs (DAPs). achievements for female Pilot 2017 for engaged 21C Advance HE Fellowships provide dedicated development support for STEMM STEMM staff Curriculum staff: 15 new & Senior Fellowships. Level C Strengthen promotional Fellows admitted in 2017 attributes for STEMM (including 3 STEMM males, 1 Minimum 2 females STEMM female), 2019 applications for by STEMM C females.

promotions readiness for Advance HE Fellowships Deans Directors & 5.2 (iii), (iii), 64,5.2 59, pg 65 Target met by Q1 2023

STEMM Level C females focused on DAPs & 21C Ongoing,from 2019, Q3 leaders

2.15.3. Support engagement with the WSU’s 21C. 1 Promote '21C Ideas Lab' - Major 21C Curriculum Project 15% in staff open forums for sharing initiated Mar 2017. satisfaction with

enable academic staff to engage in 21C teaching, best practice in flipped teaching support learning & curriculum innovation, providing learning pedagogy & Female staff satisfaction (MyVoice 2022). opportunities to build significant capacity in curriculum pitching new ideas for with teaching support = 52% development. Focus on SNM & SCEM. feedback (MyVoice 2018) support & resources for ECA/MCA staff for intensive Align flexible training peer-reviewed course redesign to meet 21C objectives opportunities for up- support targeted workshops & mentoring by senior skilling in 21C pedagogies teaching leaders for developing ADP teaching projects

& curriculum innovation, (iii), 5.1 6459, pg based around curriculum innovation Ongoing,from 2019Q2 e.g., online training DAPs PVC-LT& DVC-A, modules for flipped teaching & learning design 159 uptake in ADP teaching projects, capacity for 21C curriculum design & implementation, as well as promotion-readiness. promotion-readiness & ‘design competency’ for ECA/ECR academic staff 2.15.4. Motivate staff to engage with the Digital Futures 1 integrate blended learning TEL resources designed for 15% in staff satisfaction Team who are championing Technology-Enabled across ECA/MCA-led units. all academics & instructors with teaching support Learning (TEL). Utilising Western One Stop of blended, flipped, online (MyVoice 2022). studios to develop Face- units, & courses. 2019 DFT to-face & online modules. engagement program Improved Student Creating digital learning devised. feedback due to TEL- pods that are flexible & enhanced teaching. Staff satisfaction with accessible for all academic staff teaching support (52%) (MyVoice 2018). DVC-DF Promote achievements 5.1 (iii), pg(iii), 5.1 62 through the annual

Learning Showcase to Ongoing,from 2019Q2 motivate academic staff to capitalise on the pedagogical benefits of TEL.

160 3. SUPPORTING GROWTH ACROSS THE ACADEMIC LIFE CYCLE

A. INSPIRING CAPACITY: BUILDING THE FUTURE THROUGH THE STUDENT BODY

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

3.1. Develop & 3.1.1. InFUSE: Increasing Female Uptake in STEMM 1 Determine gender Philanthropic funding 20 teachers delivered PD implement sustained Education. An intervention project aimed at differences in factors secured. Resource-building module. increasing girls’ participation in STEMM in the senior implicated in adolescents’ for teacher professional pre-pipeline STEMM years of secondary schooling to be undertaken by choices to continue study development underway. 20% in partner engagement four researchers in the School of Education from within the STEMM Trial PD delivery at 3 student perceptions of 2019. disciplines in Years 11 & 12 schools. Metrics developed & female suitability for The project will engage secondary school teachers as Maximise secondary some measurements STEMM. “agents of change”, working to improve their teachers’ capacity to underway. knowledge of the psychological, social, & linguistic influence & encourage 3: Q4 3: 2022 factors that influence girls’ choices to continue in female participation in 38 pg (i) 4.1 STEMM subjects. InFuse will be conducted across three STEMM phases: Provide support to o Phase 1: Resource-building for professional teachers to improve development curriculum female aspiration toward

o Phase 2: Delivery of professional development activities STEMM careers Holmes,Member,Kathryn SAT Prof SoE o Phase 3: Measurements & further engagement Phase Q4 1: 2019, 2:Phase 2020,Q4 Phase

3.1.2. Develop long-term, discipline-led strategy for 2 ‘Normalise’ view of women WiBE network launched by 20% in partner – Women in the Built Environment (WiBE) outreach to in construction DVC-A, Oct 2018 (30 student perception of high schools in the local area to raise aspiration & management careers participants). Celebratory female suitability for foster achievement in relevant SCEM disciplines. Raise aspiration for female breakfast symposium to construction Engage existing SCEM academics (female & male), participation in launch WiBE community, management careers. industry, & alumni in programs construction management sponsored by DVC-A & DVC-

Co-sponsor projects to showcase existing WSU R&I, held March 2019 (100 Phase2020, 2: 4.1 (i), pg 32, 37 32, pg (i), 4.1

initiatives (e.g., WiE) participants). Dean, SCEM Deputy Phase Research,1: Q4 Benchmark student perception at start of program. Engagement Q1 2021

3.1.3. EDWP for School of Nursing & Midwifery to develop 3 ‘Normalise’ view of men in EDWP proposal approved by 20% in partner long-term engagement strategy for pre-pipeline nursing & midwifery Executive, March 2019. student perception of engagement to raise participation for males. careers male suitability for Engage existing SNM academics (female & male), careers in nursing & 2020 industry, & alumni in programs participation of males in midwifery. Phase 1: Dean SNM Dean 4.1 (i), pg 37, 37, pg (i), 4.1 Co-sponsor projects to showcase existing WSU SNM Q4 Research, initiatives (e.g., WiSE) 161 Benchmark student perception at start of program. 3.2. Engage current 3.2.1. Establish a SAGE presence in WSU’s undergraduate & 2 Raise awareness of the 5% student attendance at 20% student STEMM student body postgraduate Student Representative Associations & importance of gender Gender UNLIMITED* Seminar participation in SAGE actively promote SAGE events to student cohorts. equity at WSU Series 2018 events. in SAGE activity & Provide females in increase visibility of underrepresented Q2 2021 role models for disciplines a larger SAGE-PC network of support female students in 5.4 (i), pg 32, 37 Engage students in SAGE SCEM work

3.2.2. Connect SCEM’s Women of Wisdom (WoW) 2 Provide females in WoW program in SCEM Minimum 4x alumni undergraduate program to a cohort of alumni for underrepresented highly successful. DVC-A participation annually engagement with female students. disciplines a larger initiative to alumni across WoW events & network of support engagement forums activities. Alumni Alumni Provide support for highly included in Academic Q2 2021

successful program Division MyVoice Action 37 pg , (i), 4.1 Plan, 2018-19.

3.2.3. Capitalise on emerging Women in the Built 2 Raise aspiration for SCEM WiBE network launched by Minimum 4x events per Environment (WiBE) Network to engage female HDR vocations DVC-A, Oct 2018 (30 year. students with industry & community partners to Provide visible role participants). vocational opportunities & networking. models for aspiring SCEM academics Celebratory breakfast female SCEM industry & symposium to launch WiBE

community, sponsored by 38 pg (i) 4.1 community networking DVC-A & DVC-R&I, held March 2019 (100 Dean, SCEM Deputy Ongoing,from 2019.Q3 participants).

3.2.4. Establish mentoring for female HDR students in 2 Improve career aspiration Mentoring for academic & 60% mentoring SCEM. for female SCEM HDR HDR students established as participation for students. priority SCEM action in female SCEM students. Research & Innovation Plan,

2018-2020. 2020Q2 Dean, SCEM Dean, 4.1 (i), , pg 37 pg , (i), 4.1

162 B. SUPPORTING CAPACITY: TARGETED SUPPORT ACROSS ACADEMIC PROGRESSION

Rationale: The experiences of female STEMM staff at WSU vary depending on various factors, including academic level. Specific strategies are required to provide appropriate supports at each stage of academic progression. Casual staff are particularly vulnerable to STEMM gender inequity, given high volumes of sessional teaching staff across STEMM Schools. Lack of access to career development opportunities accentuates disadvantage for casual academic staff. ECA/ECRs are broadly satisfied with supports offered by their School/Institute but struggle to visualise their career trajectories or the skill-building processes required. Mid-career academics represent a significant pressure-point: Level C females eligible for promotion to D are least likely to apply for academic promotions. MyVoice 2018 responses show Level C concern for workload manageability, wellness & work/life balance, lowest satisfaction with research support & career development, & Level C female staff are most likely to experience career disruption due to career breaks. Few Level D STEMM females convert to E & more cultivation of leadership & professional confidence is necessary. Low proportions of females among the STEMM Professoriate & the geographic dispersal of WSU campuses risks isolating STEMM senior women. Similarly, our Emeritus Professoriate often seek genuine opportunities for continued partnership with the University & hold deep experience of value to emerging academic staff.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

3.3. Increase 3.3.1. Convert at least 30 casual employees to fixed-term 1 Provide job security for Commitment established in Minimum 30 casual recognition of & positions (shared between STEMM & non-STEMM). long-term casual staff. 2017 ASA. 67% of STEMM staff converted to sessional academics are fixed-term positions support career female. (STEMM & non- Q3 2021 Executive 4.1 (iii), pg (iii), 4.1 42, 37-8, 80 80 37-8, 42, development for STEMM). HR Director, casual staff 3.3.2. Advertise all STEMM Level A positions internally in 1 Provide job security for Commitment established in 80% Level A STEMM the first instance, with casuals eligible to apply if long-term casual staff. 2017 ASA. 67% of STEMM positions applied for they have been teaching for at least 2x sessions in sessional academics are by existing casual staff. Q2 2019 the 24 months immediately prior to advertisement. female. 37-8, 40 Executive 4.1 (iii), , pg , (iii), 4.1 Director, HR Director,

3.3.3. Devise career development communications strategy 1 casual staff knowledge Extensive VC-GEF Contribute to 15% in for casual staff, culminating in widespread of existing resources, casualisation research, casual staff response promotional campaign across all campuses in 2021. training, & opportunities ongoing. Causal response is to career development

Provide greater support 28% satisfaction with career prompts (MyVoice 86 PVC-LF for the 67% of STEMM opportunities (MyVoice 2020). Jan 2021

sessional academics who 2018). 5.2 (i-iii).pg, 39 are female

3.3.4. Provide dedicated VC Excellence Award for 1 Provide greater support Suite of VC Excellence Addition of 1x VC Sessional Academic Staff. for the 67% of STEMM Awards for continuing & full- Excellence Award for sessional academics who time staff in place. 7 Casual Staff per year.

are female academic, 6 professional 78, 83 Dec 2019 Dec Executive

Reward long-serving, high fulltime staff, 0 casuals HR Director, quality sessional staff (ineligible) 77-pg, (iii) 5.2

3.3.5. Provide 6x casual staff Professional Development 1 Provide greater support Casual staff Professional 6x Professional Scholarships (sessional & adjunct academics for the 67% of STEMM Development Scholarships Development eligible). sessional academics who announced December 2018. Scholarships for casual are female 0 casual staff previously staff awarded per year. 77-78, 83 Executive April 2019 April 5.2 (iii), (iii), 5.2 pg, awarded.(ineligible). HR Director, 163 Reward long-serving, high quality sessional staff Encourage sessional academic & casual professional staff career development

3.3.6. Implement Casual Speed Mentoring Program x 2 per 1 Provide greater support Successive ASAs have Contribute to 15% in year (modelled off Academic Speed Mentoring). for the 67% of STEMM guaranteed casual academic casual staff response Engage whole academic cohort as mentors (any grade) sessional academics who staff development since to career development Hold between semesters to maximise turn-out. are female 2014. Speed Mentoring for prompts (MyVoice Offer personalised career Academic Staff implemented 2020). development advice for since 2015. Causal response sessional staff is 28% satisfaction with

Provide WPCD support career opportunities (iii), 5.2 77-78pg,

entitlement guaranteed (MyVoice 2018). Director, TLD Associate by ASA. year,per from 2 Feb2020 3.4. Increase visibility 3.4.1. Host annual ‘Western Women Transforming the Built 2 Promote female success in Inaugural ‘WiBE breakfast Symposium embedded of female role models Environment (WiBE)’ Symposium. SCEM Symposium, sponsored by as annual event. Provide accessible local DVC-A & DVC-R&I, held Target 100 participants for SCEM staff network for females in a March 2019 (100 Deputy Dean, SCEM Dean, Annually, Q1Annually, male dominated field. participants). per year. pg(1), 4.1 119

3.4.2. Initiate international support network of active 2 Provide support & build Contact made with Program embedded as construction management researchers for female capacity for female SCEM internationally successful key SCEM network. academics in SCEM.. staff construction management Provide a worldwide professionals, through WSU network of female mentors & alumni. & role models in a male Begin Q2Begin 2020 dominated field 114-5 pg, (i). 4.1

international mentoring Dean, SCEM Deputy opportunities 3.5. Raise aspiration 3.5.1. Establish “Emerging Women’s Group” for level A to C 1 Create campus-based & Emerging Women Working 50% female A-C & provide dedicated female academics. university-wide networks Group established 2018. participation. Provide development Survey to identify specific E- career development Provide regular, informal, structured monthly opportunities for female MCA needs currently support for ECA/ECR meetings with senior women on all campuses. A-C staff underway. 5x morning tea Potential themes include: opportunities for senior events at 5 campuses

& MCA/MCR staff DVC-A

Q3 2019 Preparing for promotion female leadership & role- scheduled for April 2019. Research output

modelling Parallel Senior Women’s 65 pg, (iii) 5.2 81 Work/life balance Group established in 2016 ECA/ECR development strategies highly successful. Transitioning to mid-career research status

3.5.2. Open Senior Women’s Group membership to 2 Raise aspiration for career Senior Women’s Group 15% female STEMM Directors of Academic Programs (DAPs) & Academic progression among female established by DVC-A & HR Level C application for Course Advisors (ACAs), regardless of substantive STEMM Level C staff in 2016, open to Level D promotion. level. females & above (& HEW 10 networking 65

10% Level C positive 2019 opportunities for mid- females & above). Inaugural DVC-A career STEMM female Senior Women’s Conference response to Career Opportunities prompts Ongoing,from Q2 academics 2017. (iii), 5.2 pg,58-59, (MyVoice 2020) 164 3.6. Support STEMM 3.6.1. Embed Senior Women’s Group as integral part of 1 Create collegial network of Senior Women’s Group 10% in STEMM female senior women to WSU culture. senior female STEMM staff established 2016. Meetings staff uptake of Run workshops, focused on maximising professional Support female staff to held quarterly, inaugural leadership positions develop leadership profiles & developing leadership capability & external consolidate achievements conference held 2018. (e.g., Director of capacity partnerships. & aspiration & capacity “Signature Strengths Research). Continue annual Senior Women’s Conference. for Executive Workshop” scheduled for representation April 2019. 2017 STEMM 15% STEMM female D Encourage cohort-effect female Level D applications academics applying for for promotion to Level E at promotion to E

for Senior Women DVC-A professional confidence 23% of eligible pool. Low

for senior STEMM women representation of STEMM 5.3 (iii), pg 60, 111

visibility of role models women among leadership Ongoing,from 2019 Q4 for E-MCA/E-MCR STEMM positions. females ADP and promotion applications 3.7. Develop 3.7.1. Develop a coordinated & planned approach to 1 Provide succession Succession Planning briefing 2020: meet established coordinated & succession planning. options & build a talent paper submitted to target of 40% female Identify emerging leaders & map programs of pipeline to reduce the Executive March 2019. 36% representation across planned approach to individualised supports against existing leadership impact of loss of key staff. female Deans/Directors, 48% senior positions. succession planning capabilities. Assess potential & female representation in pre- Process to account for all “mission critical” positions & performance to train executive positions In 2017 2022: target 45% begin with Senior Executive. future leaders that will fill female representation Succession planning processes to include opportunities essential roles, to ensure among STEMM for part-time staff & staff on flexible working effective Deans/Directors. arrangements. School/University Availability of job share arrangements management capacity in critical 2022Q4 5.4 (iii), pg (iii), 5.4 111 positions

Provide staff with the tools ExecutiveDirector, HR to contribute to leadership Empower female STEMM staff to identify career interests & preferences, enable them to develop governance experience 3.8. Harness 3.8.1. Develop a portfolio of Emeritus Professors willing to 2 Make best use of SAGE & REDI engagement Minimum 1x Emeritus expertise among provide mentorship & guidance to young & emerging considerable expertise in with considerable expertise Prof GU* panel female STEMM academics. mentoring, held by WSU’s Emeritus participation or keynote Emeritus Professors Develop strategies to retain connections & make best grantspersonship, Professoriate, who provide presentation per year. use of expertise, including: promotions & governance ongoing grant advice & continued advisory capacity for SAGE-SAT to support STEMM contributed useful insights Minimum 1x Emeritus active engagement in new mentoring programs (see females for our Bronze Award Prof engaged in School- Action 2.6) Engage Emeritus application. based mentoring each April 2019 April participation in Gender UNLIMITED* (see Action Professoriate in ongoing year. 5.4 (i), pg, 100, Component 1.8.3) collegial relationship with Minimum 4x Emeritus active participation in Senior Women’s Group (see WSU Professors engaged in Action 3.6 Senior Women’s Group events each year, DVC-RI, DVC-A, Deans Directors & 165 C. PARENTS, CARERS & FLEXIBLE WORKERS

Rationale: Parents & carers are at significant risk of career disruption due to parental leave breaks & the potential knock-on effects of high teaching loads & reduced research allocations that follow. Mid-career females are most affected by career breaks & report highest disenfranchisement from career opportunity. Female academic parents & flexible workers are highly likely to report career disadvantage due to carer/flexible work status & there are perceptions that part-time staff & those engaged in flexible arrangements are not entitled to career progression. While WSU has provided research support for academic parents for some years, allocations are not fully utilised by staff & there are existing opportunities for greater research engagement for academic parents & carers.

Action Action Components P Objective(s) Groundwork Success Indicator Ref Lead Timing

3.9. Improve Parental 3.9.1. Review Maternity Leave provisions. 1 Remove financial Recommendation arising 20% for male Leave entitlements to For instances where both partners are employees of disincentive for male staff from Parental Leave Survey parent/carer satisfaction WSU, provide flexible options for sharing primary care & partners to become 2017-18. 50% male with leave entitlements enable greater provisions. primary carers parent/carer satisfaction (PL Survey 2022). flexibility for families Any in provisions to be reflected in Staff Agreements. Enable families to make with leave entitlements (PL decisions about caring Survey 2017-18).

composition without Open possibilities for Q3 2021 female staff who are

otherwise obliged to take 5.3 (v), pg 90, 93

career breaks when ExecutiveDirector, HR raising children Satisfy 2021 WGEA requirements

3.9.2. Review Foster Leave entitlements with a view to 3 Ensure foster carers Existing Foster Leave Foster Leave increasing current provisions. receive appropriate entitlements: for fostering entitlements in line support children >5 years = 3 weeks; with

For children under 5 years old, explore matching for fostering children <5 recommendations. HR maternity/adoption provisions years = 6 weeks. For children over 5, consider raising entitlements to 6 Introduced with

weeks new2021Q3 EA, 5.3 (v), pg 90, 93 Any in provisions to be reflected in Staff Agreements. ExecutiveDirector, 3.10. Reduce 3.10.1. Implement strategies to build trust in HR as partner 1 likelihood of reporting Recommendation arising 10% parent/carer incidents of for parents accessing parental leave. for parents/carers who from PL-Survey, 2017-18. satisfaction with HR HR Advisors first contact for before leave & return to experience discrimination 36% academic females support upon return to discrimination or work difficulties due to caring reported instances of work (PL-Survey unfair treatment due responsibilities discrimination due to caring 2022). to carer Actively reduce responsibilities. Previous responsibilities discrimination against efforts to bullying in parents & carers School of Law successful. WSU parent/carer career 5.3 (iii), pg 87, 90, pg (iii), 97 87, 5.3 ExecutiveDirector, HR satisfaction with HR support Ongoing,from Q1 2020 upon return to work is 58% (PL-Survey 2018).

166 3.11. Tailor new 3.11.1. Utilise relevant communications strategies for raising 2 Encourage staff to access Supporting Parents Toolkit 15% staff awareness communications awareness of existing services & resources (see research & career developed & disseminated in of parental leave and Action 2.10) to staff knowledge of parental leave supports available 2016. WSU academic flexible work strategies to promote entitlements. uptake of Career parent/carer career entitlements (PL- awareness of Make use of Gender UNLIMITED* Network & Engaged Interruption Grants perceptions of career Survey 2022, FWFR parental leave Parents Network (see Actions 1.8.4 & 3.12) Ensure Aboriginal & opportunity = 43% (MyVoice 2020). Include Keep in Touch entitlements in all parental leave Torres Strait Islander staff 2018). Staff awareness of entitlements & OMC communications are aware of entitlements parental leave entitlements encourage uptake Include Cultural Leave entitlements for community for community care is 45% (FWFR Survey 2017). flexible work options caring purposes in all parental leave communications. Encourage academic staff 10293,97, pg 96, 5.3, Include examples of PRW arrangements for academic to engage in Phased Ongoing,from 2020Q2 staff Return to Work HR & Corporate& HR Comms Manager, arrangements Director, Executive OED, Director, 1 3.11.2. Supervisors/managers to actively promote & support Encourage the uptake of Recommendation arising 25% uptake of flexible flexible work practices for staff as required by GE- flexible working from FWFR Survey Sept work options for male Policy KPIs. conditions (GE-Policy, 2017.62% male parents did returning Parental Leave Make use of Gender UNLIMITED* Network & Engaged KPI-g) not access flexible work (PL- takers. Parents Network (see Actions 1.8.4 & 3.12) Ensure flexible work Survey 2017-18). Ensure equitable access for male staff options are equally 10% reported uptake

available to staff of all of flexible work across genders WSU. academic staff uptake of Deans Deans Directors & Phased Return to Work 9994, pg (vi), 5.3 options Ongoing,from 2019Q3 Satisfy new WGEA requirements 3.12. Increase 3.12.1. Support the Engaged Parents Network by: 1 Improve visible support Sponsorship to establish Minimum 40 EPN tangible supports for for parents & carers EPN provided by DVC-R&I; members. formally entrenching the network, advertising it widely, Support promising grass- SAGE & OED presentations staff with caring & actively encouraging staff to join roots staff initiative at EPN meetings; EPN Continued quarterly provide Executive & Professoriate speakers, engagement by SAGE, responsibilities feelings of collegiality & invited to present at Gender mentors/coaches, & other forms of specialist support as connectedness for WSU UNLIMITED* #2, Oct 2018. OED & DVC-R&I. requested. staff who are parents & DVC-R&I carers

Provide specified career pg100,(ix), 89, 5.3 Targets metby 2021Q1 development guidance for Ongoing,from 2019, Q3 parents/carers

3.12.2. Attain Breastfeeding Friendly Workplace 2 Improved facilities for OED coordinating Accreditation received. Accreditation. breastfeeding staff accreditation & compliance Visible organisational processes; Capital Works support for parents & improvements to OED

carers breastfeeding facilities; Q4 2019

Communication plan in 5.3 (ix)1pg 100 development.

167